Concordia University

http://www.concordia.ca/content/concordia/en/artsci/education/faculty.html

David I. Waddington

Associate Professor, Education

Philosophy, technology, and citizenship
Office: S-FG 6319 
Faubourg Ste-Catherine Building,
1610 St. Catherine W.
Phone: (514) 848-2424 ext. 2039
Email: david.waddington@concordia.ca

David I. Waddington is Associate Professor in the Department of Education at Concordia University. His ongoing research interests are located at the intersection between technology and citizenship. Current research foci include video games and citizenship, philosophical questions in science and technology education, and contemporary explorations of John Dewey’s work on science and technology. His work has been recognized with awards from Concordia University and the Canadian Society for the Study of Education, and he has received funding from both the Fonds du Recherche du Québec (FRQSC) and the Social Sciences and Humanities Research Council (SSHRC).

Dr. Waddington has helped create several educational games, including Spaceteam ESL, a language learning game for mobile devices, and Cabinet Shuffle, a tabletop political simulation. He also conducts empirical and conceptual research on the civic impact of games--some of this work is available at the Civic Gaming Project website.

Dr. Waddington also serves as an Editor-in-Chief of Philosophical Inquiry in Education, the journal of the Canadian Philosophy of Education Society.

Education

PhD (2006) Education (Philosophy of Education),Stanford University
MA (2004) Philosophy (History of Philosophy), Stanford University
BA (Honours) (2001) with distinction (Philosophy), Mount Allison University

Academic honors

  • (2013) Canadian Philosophy of Education Society, Early Career Invited Lectureship
  • (2012-2013) Concordia University Research Fellowship Award—"Emerging Researcher" category
  • (2008) Canadian Society for the Study of Education (CSSE) New Scholar Fellowship
  • (2001-2005) Stanford University, William and Sara Hart Kimball Stanford Graduate Fellow of the Social Sciences
  • (2001) Departmental Award, Mount Allison University Department of Philosophy

Academic and professional service

2015-               Philosophical Inquiry in Education, Editor-in-Chief
2012-2014       Center for the Study of Learning and Performance, Associate Director
2012-2014      John Dewey Society, Chair of Commission on Social Issues
2011-2015       Philosophy of Education Society, Committee on Professional Affairs
2011-2014       Paideusis, book review editor
2011                Canadian Philosophy of Education Society, program chair
2011                Philosophy of Education Society, program committee member

Funding

2014-2020              

Center for the Study of Learning and Performance. FQRSC Regroupements Strategiques Grant. PI: P. C. Abrami. Writing team co-leader and research strand leader: D. I. Waddington. Amount awarded: $1,152,000.

2013-2016                             

Knowledge Tools for Learning. FQRSC Soutien aux Équipes Grant. PI: P. C. Abrami. Co-investigators: D. I.Waddington and eight others. Amount awarded: $629,990.

2012-2013

Concordia University Research Fellowship Award (Emerging Researcher category). Concordia University Office of Research. Amount awarded: $5,000

2011-2014

Investigating the civic potential of video games. Social Sciences and Humanities Research Council. PI: David I. Waddington. Co-investigators: Vivek Venkatesh, Ann-Louise Davidson. Collaborators: Bart Simon (Concordia), Anne Newman (Washington University). Amount awarded: $129,186

2011-2012

Investigating the civic possibilities of video games. Concordia University Seeed Funding Program. PI: David I. Waddington. Co-investigator: Ann-Louise Davidson (Concordia). Amount awarded: $11,957

2010-2012

Case studies of educational and informal web-based communities. Concordia University Seed Funding Program. PI: Vivek Venkatesh (Concordia) Co-investigors: David Waddington (Concordia), Kamran Shaikh (Concordia. Amount awarded: $14,999

2008-2011

Evaluating citizenship development in Québec’s Science and Technology program. PI: David I. Waddington. FQRSC Nouveaux Chercheurs Grant. Amount awarded: $31,491


Selected publications

Peer reviewed journal articles

Waddington, D. I. & Weeth-Feinstein, N. (2016). Beyond the search for truth: Dewey’s humble and humanistic vision of science education. Educational Theory, 66(1-2), 111-126.

Maxwell, B., McDonough, K., & Waddington, D. I. (2016). Does state secularism require teachers to abstain from wearing religious symbols at school? Theory and Research in Education 13(3).

Waddington, D. I. (2015). Dewey and video games: From education through occupations to education through simulations. Educational Theory, 65(1), 1-20.

Abrami, P. C., Bernard, B., Borokhovski, E., Waddington, D. I., Wade, A., & Persson, T. (2014). Strategies for teaching students to think critically: a meta-analysis. Review of Educational Research. 

Maxwell, B., Waddington, D. I., McDonough, K., & Schwimmer, M. (2014). Et si renoncer au port de signes religieux était une question d’éthique professionnelle pour les enseignants? Cultures et Sociétés 31(2), 54-61.

Waddington, D. I., Thomas, T., Venkatesh, V., Davidson, A-L. & Alexander, K. (2014). Education from inside the bunker: examining the effect of Defcon, a nuclear warfare simulation game, on nuclear attitudes and critical reflection. Loading: the Journal of the Canadian Games Studies Association, 7(2), 19-58.

Schwimmer, M., Maxwell, B., Cormier, A, Waddington, D. I., & McDonough, K. (2012). L’état doit-il mettre fin au financement des écoles ethnoreligieuses? Les Ateliers de l’Ethique, 7(1), 24-44

Stemhagen, K., & Waddington, D. I. (2011). Beyond the "pragmatic acquiescence" controversy: some educational implications of a reconciliation of the thought of Lewis Mumford and John Dewey. Educational Studies, 47(5), 469-489

Waddington, D. I., & Imbriglio, A. (2011). Relegated to the margins? The place of STSE themes in Québec Secondary Cycle One textbooks. Canadian Journal of Mathematics, Science, and Technology Education, 11(2), 160-179

Shaikh, K., Zuberi, A., Waddington, D., Thomas, T., & Venkatesh, V. (2011). A manifesto for technological transparency in the age of Web 2.0. Canadian Issues, Spring 2011, 87-90

Waddington, D. I. (2011). A right to speak out: the Morin case and its implications for teacher free expression. Interchange, 42(1), 59-80

Davidson, A. L. & Waddington, D. (2010). Arrivera-t-on vraiment au eLearning à l’université? E-Learning Papers 21.

Waddington, D. I. (2010). Scientific self-defense: transforming Dewey's idea of technological transparency. Educational Theory, 60(5), 621-638

Waddington, D. I. (2010). Uncovering Hegelian connections: a new look at Dewey’s educational ideas. Education and Culture, 26(1), 67-81

Waddington, D. I. (2010). Building on dangerous ground: sense of purpose research and demarcating problematic purposes. Alberta Journal of Education Research, 56(1), 82-94

Waddington, D. I. (2010). Troublesome sentiments: the origins of Dewey’s antipathy to children’s imaginative activities. Studies in Philosophy and Education. Advance online publication. doi: 10.1007/s11217-010-9180-0

Burns, D., Chinnery, A., Ruitenberg, C., & Waddington, D. I. (2009). Taking on the traditions in philosophy of education: a symposium. Paideusis, 18(2), 3-18

Waddington, D. I. (2008). John Dewey: closet conservative? Paideusis, 17(2), 51-63

Waddington, D. I. (2007). Locating the wrongness in ultra-violent video games. Ethics and Information Technology, 9(2), 121-128

Waddington, D. I. (2005). A field guide to Heidegger: understanding 'The Question Concerning Technology'. Educational Philosophy and Theory, 37(4), 567-583

Book chapters

Waddington, D. I. (in press). An old story: Dewey's account of the opposition between the intellectual and the practical, in A. English and L. Waks (eds.), John Dewey's Democracy and Education: A Centennial Handbook. Cambridge: Cambridge University Press.

Waddington, D. I. (2014). Productive labor and occupations: from Dewey to Makarenko, in Phillips, D. C. (ed.). Encyclopedia of Educational Theory and Philosophy. New York: Sage Publications, 656-660.

Waddington, D. I. (2014). Critiques of technology and society, in Phillips, D. C. (ed.). Encyclopedia of Educational Theory and Philosophy. New York: Sage Publications, 803-807.

Waddington, D. I. (2014). Teaching machines: from Thorndike, Pressey, and Skinner to CAI, in Phillips, D. C. (ed.). Encyclopedia of Educational Theory and Philosophy. New York: Sage Publications, 795-799.

Waddington, D. I. (2013). La production démasquée: l’utilisation de l’idée Deweyenne de transparence technologique comme outil d’éducation à la consummation, in Jutra, F. & A. A. Rodriguez (eds.), Enseigner et penser l’édcuation à la consummation. Québec: Laval University Press, 107-122.

Waddington, D. I., Maxwell, B., McDonough, K., Cormier, A., & Schwimmer, M. (2012). Interculturalism in practice: Québec’s Ethics and Religious Culture curriculum and the Bouchard-Taylor report on reasonable accommodation, in Besley, T. & M.A. Peters (eds.), Handbook of Interculturalism, Education and Dialogue. New York: Peter Lang, 312-329.

Shaikh, K., Venkatesh, V., Thomas, T., Urbaniak, K., Gallant, T., Waddington, D. I., & Zuberi, A. (2012). Technological transparency in the Age of Web 2.0: A Case Study of Interactions in Internet-based Forums. In Pontes, E. (Ed.), E-Learning. Vienna: InTech, 94-106.


Magazine articles and invited essays

Maxwell, B., Schwimmer, M., McDonough, K., and Waddington, D. I. (2016). Et si renoncer au port de signes religieux était une question d’éthique professionnelle pour les enseignants? Vivre Le Primaire, Hiver 2016, 42-45.

Waddington, D. I. (2012). Democratic culture and the culture of fear. Wi: Journal of Mobile Media (June 2012), Online

Warnick, B. R., & Waddington, D. I. (2004). The gathering: an ethical and educational criterion for educational technology. Educational Technology, 44(5), 24-32

Book Reviews, Response Essays, and Introductions

Waddington, D. I. (2016). The Rousseauvian fantasy: Some doubts about fulfillment. Philosophy of Education Yearbook 2016.

Wilson, T., and Waddington, D. I. (2016). Introduction to section II: Dewey's living ideas. Educational Theory, 66(1-2), 89-94.

Waddington, D. I. (2011). An optimistic take on pessimistic pedagogy. Philosophy of Education Yearbook 2011, 268-270

Waddington, D. I. (2010). Beyond familiar territory: developing the Deweyan legacy. Philosophy of Education Yearbook 2010, 320-322

Waddington, D. I. (2010). Deweyan inquiry: from educational theory to practice. Paideusis, 19(2), 113-116

Waddington, D. I. (2010). Consuming schools: commercialism and the end of politics. Studies in Philosophy and Education, 30(1), 85-92

Waddington, D. I. (2010). The civic potential of video games. Journal of Philosophy of Education, 44(4), 599-602

Waddington, D. I. (2010). Afterwords. Educational Theory, 60(4), 519-520

Waddington, D. I. (2009). Critical lessons: what our schools should teach. Science Education, 93(4), 774-77


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