eripedagoog

Eripedagoog is a neologism used in contemporary educational discourse to describe a practitioner who embraces eripedagogy, a proposed framework that emphasizes experiential learning, reflective practice, and learner autonomy. The term appears in online discussions and has no single accepted definition. Its etymology is not standardized, and writers sometimes treat it as a blend of pedagogue with an uncertain prefix, leading to several variants in spelling.

Eripedagogy, as described by proponents, centers on learning through doing, repeated cycles of action and reflection, and design-led inquiry. It commonly appears in digital or hybrid settings and is linked to constructivist and social-constructivist theories. An eripedagoog, then, would be a teacher or facilitator who designs tasks to be experienced, tested, and refined by students, with feedback loops that foreground metacognition and student voice.

Practitioners might employ project-based tasks, authentic assessments, collaborative learning, and iterative prototyping. Instruction emphasizes real-world relevance, flexible pathways, and the development of transferable skills. Digital tools—simulation environments, collaborative platforms, and portfolios—are often used to support cyclical experimentation and reflection.

Eripedagogy has limited formal recognition in peer-reviewed education literature. Critics note vagueness in the term, inconsistent use, and the challenge of measuring outcomes. Supporters argue it highlights essential elements of modern learning but caution against overuse as a buzzword without clear methods or evidence.

See also: pedagogy, experiential learning, project-based learning, reflective practice, constructivism.