Challenging Chronology:

Social Learning in Teaching Arts and Humanities


  • Rebecca E. Burnett Author
  • Maria Eichmans Cochran Author


art, chronology, collaboration, humanities, pedagoggy, social learning


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.