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Lived Relationality as Fulcrum for Pedagogical–Ethical Practice

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Abstract

What is the core of pedagogical practice? Which qualities are primary to the student–teacher relationship? What is a suitable language for pedagogical practice? What might be the significance of an everyday presentational pedagogical act like for example the glance of a teacher? The pedagogical relation as lived relationality experientially sensed, as well as phenomenologically described and interpreted, precedes educational methods and theories and profoundly challenges educational practice and reflection. The paper highlights the aporetic character of pedagogical practice, reflection and research by suggesting that the pedagogical relation opens up for a practice that is ethically and existentially normative rather than developmentally and socially normative, and thus fundamentally shifts the meaning of education.

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Notes

  1. This description is taken from a collection of interviews from 2001 to 2002 with intellectually disabled high school students in Norway that are described, translated and referenced in (Saevi 2005). The names are pseudonyms.

  2. From Greek mantikos, from mantis lit. "one who divines, a seer, prophet," from mainesthai "be inspired," related to menos "passion, spirit. Etymology Dictionary, available online at: http://www.etymonline.com/.

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  1. NLA University College, Bergen, Norway

    Tone Saevi

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  1. Tone Saevi
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Correspondence to Tone Saevi.

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Saevi, T. Lived Relationality as Fulcrum for Pedagogical–Ethical Practice. Stud Philos Educ 30, 455–461 (2011). https://doi.org/10.1007/s11217-011-9244-9

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