truth is what is v. truth is what was v. truth is that which will have been
hypothetical
built
truth is what is v. truth is what was v. truth is that which will have been
hypothetical
built
Is teaching a form of conversation? Can this conversation verify the equality of intelligence among participants? What if teaching recognizes this equality without asserting uniformity in its manifestations?[1] Can pedagogic curation, then, be both canonical and heterogeneous, authored and polyphonic?
This method is shaped by my research, which informs my pedagogy—grounded in equality and framed as a distinct yet closely aligned inquiry.
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