Experience as Reconstruction—Actionable Insights into Pedagogy

Abstract

Human experience serves as a ‘launching pad’ which puts different thought constructs into orbit. Amidst the myriad 
forms, it is Dewey’s ‘Reconstructionism which perhaps emerges as a strong exponent of experience. His thought 
process addresses some pertinent questions such as, “What is the scope of experience and what are its limitations 
? How far is it a sure ground of belief and safe guide of human conduct ? “Is there anything inherent in experience 
which tends towards progressive organization of its contents ?” “Can it organize itself into stable courses or must 
it be sustained from outside ?”, etc. In the present time the volatility and uncertainty of circumstances makes it 
necessary that pedagogy facilitates PAIRRs experience, wherein P represents perception of occurrence of experience, A stands for its analysis, I for interpretation and R for reflection on experience along with R, for owning up 
the responsibility of the experience. It goes without saying that the occurrence of experience is incumbent upon 
active engagement of the person in an organically connected dynamic world of his or her existence. Reconstruction 
represents conscious differentiation between the means and ends with reference to the ever evolving perception of 
the self and purpose of life in an ever changing environment within and outside the person. Dewey’s analysis and 
interpretation is expected to provide the educators with actionable insights into pedagogy.