Abstract
This paper contrasts the model of the teacher-pupil relationship implied by instrumental 'new' era values currently being imposed on schools with that implied by a more ancient but highly relevant conception of education which is concerned with the search for personal meaning and the development of authentic understanding. It is argued that there is a significant 'poetic' dimension to the latter in which the learner's own engagement with things is celebrated and the teacher's role is essentially receptive-responsive both towards the learner and the living traditions in which things receive their significance. It is suggested that the 'poetic' provides an important orientation, not just with respect to how teachers interact with children, but also with respect to the larger institutional context in which this interaction is situated.
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DOI 10.1080/00071005.1996.9974056
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References found in this work BETA

Ethics and Education.R. S. Peters - 1966 - London: Allen & Unwin.
Experience and Education.John Dewey - 1938 - Kappa Delta Pi.
Education and the Good Life.John White - 1991 - British Journal of Educational Studies 39 (3):366-367.

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