eripedagogics

Eripedagogics is a term found in a limited strand of contemporary educational discussions. It is not a widely recognized field, and there is no single agreed-upon definition. In the discussions where it appears, eripedagogics tends to describe a critical or experimental approach to teaching and learning that foregrounds error, uncertainty, and learner agency as productive resources for meaning making.

The etymology of the word is not standardized, and different authors propose varying roots. Some treat eripedagogics as a neologism combining references to error or erasure with pedagogy, while others see it as a loosely defined stance within reflexive, inquiry-based education. In practice, the term often signals a departure from traditional instruction toward practices that treat mistakes as informative rather than simply punitive.

Core concepts commonly associated with eripedagogics include creating learning environments that tolerate and analyze error, emphasizing formative assessment and reflection, and supporting students to co-construct understanding through guided experimentation. Methodologically, it tends to align with inquiry-based, problem-based, or project-based learning, and with pedagogy that privileges metacognition and dialogue over rote repetition.

Applications are mainly described in discussions of classroom pedagogy and teacher education, including settings that emphasize digital learning and collaborative inquiry. Because the term lacks a stable definition, implementations vary and are heavily dependent on local context and teacher development. Critics argue that the lack of clear criteria makes evaluation difficult and that the term can become a catchall for disparate practices, potentially diluting accountability.

See also: constructivism, experiential learning, error-based learning, reflexivity.