Challenging Chronology:
Social Learning in Teaching Arts and Humanities
Keywords:
art, chronology, collaboration, humanities, pedagoggy, social learningAbstract
Chronology, widely used for teaching arts and humanities, marginalizes students’ abilities to connect new knowledge to existing constructs. Building on the foundation provided by Etienne Wenger-Trayner and Beverly Wenger-Trayner (2020), we argue that using social learning in arts and humanities is more productive than chronology, with at- tention to three concerns: processes—students engage in social processes for learning; spaces—students expand their classroom environment to collaborative, community spaces; and objects—students connect with objects that reflect social conditions. Increased social awareness of and engagement in a broader culture encourage students to affect change.
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