David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Studies in Philosophy and Education 30 (5):455-461 (2011)
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
|Keywords||Hermeneutic phenomenology Relation Ethics Continental pedagogy Existential pedagogy|
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References found in this work BETA
Hans-Georg Gadamer (2004). Truth and Method. Continuum.
Martin Heidegger (1972). Poetry, Language, Thought. Journal of Aesthetics and Art Criticism 31 (1):117-123.
Tone Saevi (2013). Editorial. Phenomenology and Practice 7 (1):1-4.
Tone Saevi & Heidi Husevaag (2009). The Child Seen as the Same or the Other? The Significance of the Social Convention to the Pedagogical Relation. Paideusis: Journal of the Canadian Philosophy of Education Society 18:29-41.
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