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Journal of Advances in Education Research
JAER > Volume 6, Number 2, May 2021

Exemplary Educators Who Embrace a Teaching Philosophy Guided by a Pedagogy of Kindness

Download PDF  (133.8 KB)PP. 67-74,  Pub. Date:May 18, 2021
DOI: 10.22606/jaer.2021.62002

Author(s)
Elizabeth Gorny-Wegrzyn, Beth Perry
Affiliation(s)
Athabasca University, Canada
Athabasca University, Canada
Abstract
The purpose of this literature review was to explore scholarly and grey literature on teaching approaches to pedagogy in higher education, with a focus on the pedagogy of kindness. For the analysis, we reviewed six research reports from peer-reviewed journals on the pedagogy of kindness, three books written by acclaimed theorists on critical pedagogy and the pedagogy of hope, and seven articles from grey literature. The questions addressed were, what does the literature reveal are the effects of a pedagogy of kindness on the learning environment, and what are the outcomes for learners when educators embrace this teaching philosophy? Does the employ of kindness in teaching influence learners’ attitudes about issues surrounding social justice? Further, are there links between being an exemplary educator, teaching success, and the enactment of a pedagogy of kindness? In this paper, we examine emerging themes related to how this teaching philosophy impacts learners and the learning environment and the connection between a pedagogy of kindness and traits of exemplary educators. Finally, these themes guided a discussion on the implications for practice. In sum, the literature revealed that a teaching model based on a pedagogy of kindness enhances the performance of outstanding educators and increases their success in teaching. Moreover, this philosophy positively influences students, their learning environments, their educational achievements, and heightens their social consciousness.
Keywords
pedagogy of kindness, higher education, teaching excellence, exemplary teachers, critical pedagogy.
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