Beyond Profession: On the Liberal Arts Value of Pedagogy

Abstract

Abstract

The liberal arts value of pedagogy has not been recognized by the public, only a very small number of scholars are aware of it, but that does not mean it is unimportant. Whether as educators or learners, everyone has the need for growth and development. The key to growth lies not in the breadth of knowledge, but in its interdisciplinary nature. The discipline of education serves as an important vehicle for helping people achieve this growth. Some Chinese pedagogy researchers argued that education should be made accessible to all-an inherent disciplinary characteristic of pedagogy itself that highlights the inherently interdisciplinary nature of pedagogy itself. This paper endorses this view and further elaborates on the liberal arts character of pedagogy, arguing that its reflective experience, educational thinking, and growth-oriented values can help learners develop a holistic understanding of themselves, others, and the world. However, instrumental rationality has constrained the disciplinary development of pedagogy; consequently, institutions engaged in pedagogical research must engage in disciplinary reflection and adjustment regarding curricular logic, pedagogical approaches, and educational spaces to fully leverage pedagogy's role in cultivating individuals' liberal arts literacy.