A Deconstructive Pedagogy
Abstract
This article describes a four-pronged pedagogical protocol for teaching undergraduates how to deconstruct statements, including a list of deconstructive considerations students learn to apply. The protocol also encourages oral participation in class discussions. Three assessment measures demonstrate the protocol's effectiveness: (1) a qualitative comparison of homework assignments, (2) student evaluations of the protocol, and (3) term paper quality. The quality of the ideas evidenced by students using the protocol are superior to the analyses produced at the beginning of the semester. Quotations from student papers are included to give readers a sense of the quality of ideas students produced.
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