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Tacit Dimensions of...
Tacit Dimensions of Pedagogy – Corporeality and Bildung
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- Kraus, Anja, 1967- (författare)
- Stockholms universitet,Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik,Linnaeus University Sweden
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(creator_code:org_t)
- 2018
- 2018
- Engelska.
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Ingår i: New Direction of Physical Education and Health: From Theory to Implementation with Turkish and Global Perspective. ; , s. 19-19
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https://su.diva-port... (primary) (Raw object)
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Abstract
Ämnesord
Stäng
- Actual pedagogy refers to the kind of theoretical and empirical research which reduces pedagogical theory and practice to certain norms and to definite interventions in well-defined pedagogical situations. Accordingly, the main aim of school is to impart available knowledge and well-defined abilities directly oriented at certain objectives. In this regard, pedagogy and pedagogically intended knowledge and abilities are interpreted as psychometric competences that can be easily measured. By focusing mainly the tacit side of education practices, we follow up a paradigm shift in pedagogy, the "tacit turn". The fundamental consideration is then, that, beside explicit, declarative forms of knowledge, tacit forms of knowledge play a central role for our learning successes and well-being. Harry Collins (2012) distinguishes relational tacit knowledge, somatic tacit knowledge and collective tacit knowledge. Considering somatic tacit knowledge, school appears as broad spectrum of bodily expression, attention processes, and knowing that goes far beyond a pure discipline and instrumentalizing of human bodies. Klaus Mollenhauer refers education as such (Bildung) to our corporeality. My presentation gives an overview over the topic of corporeality at school as tacit dimension of teaching and learning. I will use the example of playing an acoustic instrument as a highly embodied and material relationship between the body and the instrument, where years of experience concerning e.g. intonation and rhythm are based on and constitute a tacit knowing of what is right. By focusing the teacher-student relationship, (1) knowledge shows as practice, (2) corporeality unfolds ingenuity, (3) learning can be approached by mirroring, and (4) matching with a situation at hand turns out as most striking quality criterion for knowledgeable practices.
Ämnesord
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences (hsv//eng)
Nyckelord
- Corporeality
- Bildung
- Aesthetics
- estetik
Publikations- och innehållstyp
- vet (ämneskategori)
- kon (ämneskategori)