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Tacit Dimensions of Pedagogy
- 2012
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- Within the field of pedagogy there is a controversy concerning the relationship between theory and praxis Solutions currently on offer are based on different concepts concerning the question as to what is regarded as scientific theory. From our perspective, theories involving educational science are especially promising insofar that these face the challenges associated with diverse educational practices and their special circumstances. We consider the development of a notion of the explicit as well as of the implicit side of practices as well as modes for reflecting these two as the central task at hand. Looking at educational practices, then is not solely reduced to the explicit decisions of aims, subjects, schedules, social settings, etc., in diverse pedagogical fields. It also entails the examination of the tacit dimensions of knowledge on which social relations are based (as bodily communication and interaction, the implicit meanings of statements, etc.). Aesthetical dimensions of education like sensual perceptions and time-space-object relations are also important frames of the practical orientation (e.g., as the significance of iconic representations, didactical operations, and commodities). Furthermore, corporal dispositions and influences of non-formal learning in formal learning situations are explored. The incidental scenery formed by these tacit factors might open and broaden, or might close and restrict significant ways of teaching and learning; they might even empower learners and teachers in understanding, transcending, and creating the world, or constrain them in doing this.
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Folkbildningens innebörder
- 1995
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- En antologi om folkbildningen och begreppets innebörder och identiteter. Många olika synsätt kommer till tals.
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Initiating Learning
- 2012
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Samlingsverk (redaktörskap) (refereegranskat)abstract
- In current pedagogical theories and their diverse practical applications the explicit decisions on settings of teaching and learning processes rule the field, such as the subjects, schedules, tasks, social settings of learning. Governmental or cybernetic theory where the focus is on explicit issues, factors and didactic models has a great impact on European education, its theories, its practices and its systems.Seen from a phenomenological perspective, learning processes are never at hand or evident (Meyer-Drawe 2004). Even though the result of our learning might be obvious, we actually do not know how we learn something. The learning process as such is inevitably hidden. Furthermore, a learning process is not only governed by its tasks and conscious motives, but also by implicit and unspoken attitudes and mindsets. It is stimulated by implicit meanings of spoken and written statements, by tacit expressions of bodily communication and interaction, by aesthetical framings as e.g. iconic activities and objects and by the un-verbalized resources and limitations of commodities, tools and architectural environments etc.Following this argumentation, on the one hand concepts of learning, literacy, competence and attention are discussed. On the other hand, theories on teaching and on teacher education are developed.
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