in a nutshell
CILAS uses Discussion Based Learning (DBL) as its main learning method. DBL upholds a pedagogy of collective discovery rather than a pedagogy of mastery. This is to say that students and fellows discover new things together instead of having fellows feed students a master-narrative, or lecture them. A pedagogy of discovery recognises that the process of knowing is fundamentally socio-emotional. DBL divides in-class discussions into Pre- and Post-Discussion which are bridged by a week of individual study.
DBL
DBL provides the space and gives students the time to look at a new topic from different vantage points. Pre-Discussions engage with a prompt to introduce a new topic. Prompts are meant to evoke different responses in students. DBL invites discussion and collaboration across these differences, and allows students to formulate and agree upon their own research questions, which are addressed after a week of assignments, during Post-Discussion. The point of DBL is to encourage immediate and intuitive engagement with a new topic during Pre-Discussions and a reflective and systematic approach during Post-Discussions.
on the socio-emotional character of learning
Learning does not always play out as neatly as is spoken and written about. In the context of Cairo it is often difficult to slow down and breathe. However, good learning rests on presence and peer support. There is no doubt that good learning requires some form of discipline, time management and the development of a study habit. However, it also requires a loving attitude, compassion and good listening from fellow learners. Part of DBL is therefore dedicated to checking-in with one another and to sharing hopes, doubts, fears and aspirations. Good learning takes place in safe spaces after all.
CILAS uses Discussion Based Learning (DBL) as its main learning method. DBL upholds a pedagogy of collective discovery rather than a pedagogy of mastery. This is to say that students and fellows discover new things together instead of having fellows feed students a master-narrative, or lecture them. A pedagogy of discovery recognises that the process of knowing is fundamentally socio-emotional. DBL divides in-class discussions into Pre- and Post-Discussion which are bridged by a week of individual study.
DBL
DBL provides the space and gives students the time to look at a new topic from different vantage points. Pre-Discussions engage with a prompt to introduce a new topic. Prompts are meant to evoke different responses in students. DBL invites discussion and collaboration across these differences, and allows students to formulate and agree upon their own research questions, which are addressed after a week of assignments, during Post-Discussion. The point of DBL is to encourage immediate and intuitive engagement with a new topic during Pre-Discussions and a reflective and systematic approach during Post-Discussions.
on the socio-emotional character of learning
Learning does not always play out as neatly as is spoken and written about. In the context of Cairo it is often difficult to slow down and breathe. However, good learning rests on presence and peer support. There is no doubt that good learning requires some form of discipline, time management and the development of a study habit. However, it also requires a loving attitude, compassion and good listening from fellow learners. Part of DBL is therefore dedicated to checking-in with one another and to sharing hopes, doubts, fears and aspirations. Good learning takes place in safe spaces after all.
