Pre-Episode 1: Show Notes

If there is no “learning gene,” then how does learning actually take place? This pre-episode looks to evolutionary science for an answer, introducing a concept—and today’s keyword, ONTOGENY— that opens up the philosophical stakes of classrooms. Ada talks to Erin Manning, whose writings on radical pedagogy inspired the creation of this podcast. Patricia Pardo sums up the import of ontogeny for transforming classrooms into accessible spaces. And two recent graduates, Joy Hodgson and Laura Grant, muse about the challenges of classrooms for students.

Erin Manning
Patricia Pardo

Thanks so much to these participants in The Learning Gene‘s pre-episode.

Erin Manning – this project, The Learning Gene, takes inspiration from a recent article by Erin Manning that explores the risky and critical nature of “starting in the middle.”  Erin Manning holds a University Research Chair in Relational Art and Philosophy in the Faculty of Fine Arts at Concordia University (Montreal, Canada). She is also the director of the SenseLab, a laboratory that explores the intersections between art practice and philosophy through the matrix of the sensing body in movement..

Patricia PardoPatricia Pardo is Director of Accessibility Services at Mount Royal University. She holds a PhD in in Educational Psychology with a specialization in Disability and Multicultural Organizational Change.

Joy Hodgson & Laura Grant – Joy and Laura are BFF’s who met while attending Mount Royal University for their Psychology degrees.  Though in the same program and working in the same research lab, it took 4 months of full-time summer research work alone in a windowless office for their friendship to bloom.  Countless hours of cat videos, soy lattes, and back-to-back podcast episodes brought these two gender philoso-warriors together.  Podcasts are where it all began, and they are overjoyed to be bringing that love to a whole new level by participating in the inaugural episode of The Learning Gene.

 

 

References

Harvey, Stefano & Fred Moten. 2013. The Undercommons:  Fugitive Planning & Black Study. Wivenhoe/New York/Port Watson: Minor Compositions.

Manning, Erin. 2015. “10 Propositions for a Radical Pedagogy, or How To Rethink Value,” Inflexions 8: 202-210.

Stengers, Isabelle. 2011. Thinking with Whitehead: A Free and Wild Creation of Concepts. Trans. Michael Chase. Cambridge: Harvard University Press.

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