Studies in Philosophy and Education 34 (3):245-262 (2015)

Alex Guilherme
Liverpool Hope University
There has been a shift from teaching to learning, the so-called process of ‘learnification’, which promotes the idea that teaching should be primarily concerned with the creation of rich learning environments and scaffolding student learning. In doing so, this process of ‘learnification’ has also attacked the idea that teachers have something to teach and that students have something to learn from their teachers. The influence of constructivism, and thinkers like Piaget, Vygotsky, and Bruner in this paradigm shift is quite evident; however, this gives rise to a tension in what a teacher is and what teaching entails, because the teacher, by definition, is someone who has something to teach students, and not merely a facilitator of the learning process. Moreover, because of constructivism and ‘learnification’, current educational practices and policies seem to pay little attention to the importance of ‘relations’ and ‘the encounter with the Other’, which become merely desirable by-products. In this article I criticise constructivism and ‘learnification’ by proposing that the teacher is a community ‘builder’ and teaching a ‘situational revelation’, while also emphasising the importance of ‘relations’ in the educational process. The starting point for my discussion is a much neglected passage of I and Thou where Martin Buber discusses the importance of the ‘living centre’ [lebendigen Mitte] for ‘true community’ [Die wahre Gemeinde] formation
Keywords Martin Buber  Dialogue  Gemeinde  Living-Centre  Builder  Revelation
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DOI 10.1007/s11217-014-9429-0
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References found in this work BETA

Totality and Infinity.Emmanuel Levinas - 1961/1969 - Pittsburgh: Duquesne University Press.
I and Thou.Martin Buber - 1958 - New York: Scribner.
Receiving the Gift of Teaching: From 'Learning From' to 'Being Taught By'.Gert Biesta - 2013 - Studies in Philosophy and Education 32 (5):449-461.
Levinas and Kierkegaard in Dialogue.Merold Westphal - 2008 - Indiana University Press.

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Citations of this work BETA

A Genealogical Analysis of the Concept of ‘Good’ Teaching: A Polemic.Steven A. Stolz - 2018 - Journal of Philosophy of Education 52 (1):144-162.
Discussing Education by Means of Metaphors.Alex Guilherme & Ana Lucia Souza de Freitas - 2018 - Educational Philosophy and Theory 50 (10):947-956.

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