Teaching That Draws Forth

Educere vs Educare: Teaching That Draws Forth

This workshop anchors the pedagogy leg of the CPW framework (Curriculum, Pedagogy, Wellness). It supports educators in recognizing that misaligned pedagogy often leads to disengagement and burnout—not because educators lack care, but because inherited systems were never designed to hold human complexity.

By shifting pedagogy from control to alignment, educators reduce emotional labor, increase clarity, and create learning environments that are sustainable for both learners and teachers.

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Workshop Objectives

Description:

Educere vs. Educare supports educators and cultural arts leaders by helping them examine pedagogy as a belief system—so teaching becomes aligned with humanity, culture, and capacity, rather than compliance and exhaustion.

Key Concepts

Educere vs educare
Pedagogy as worldview
Compliance vs humanity
Intentional vs inherited practices

Workshop Outcomes

Participants will:

Examine pedagogical defaults
Identify beliefs embedded in teaching practices
Design pedagogy aligned to purpose

Time Frame

⏱ 90–120 minutes

Core Focus

Pedagogy as belief system and relational practice

HANDS-ON LEARNING

Participants will engage in hands-on activities and discussions to apply the concepts learned during the session

Workshop Benefits

By participating in this professional development session, educators will gain valuable insights and skills to enhance their curriculum and pedagogy practices:

Pedagogical Defaults vs. Intentional Practice
Examining which teaching practices are inherited or required—and which are intentionally chosen.
Beliefs About Learners
Reflecting on what current pedagogy assumes about student capacity, behavior, and humanity.
Moments of Misalignment
Identifying where teaching feels forced or exhausting and uncovering the beliefs driving that experience.
Educere in Practice
Sharing examples of learning that was drawn forth through relationship, culture, or curiosity rather than control.
Designing for Sustainability
Considering what pedagogical shifts would better support both learner growth and educator capacity.