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- Rytzler, Johannes, 1976-, et al.
(författare)
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Approaching Higher Education with Didaktik : University Teaching for Intellectual Emancipation.
- 2019
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Ingår i: European Journal of Higher Education. - : Taylor & Francis Group. - 2156-8235 .- 2156-8243. ; :2, s. 190-202
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Tidskriftsartikel (refereegranskat)abstract
- European higher education has been highly influenced by theBologna-process, entailing coordination and standardisation frompolicy to teaching practices. This led to increased demands onuniversity teachers. Courses in university pedagogy are requiredas part of competence development and have become decisivefor employment. Constructive Alignment has become a popularmodel, being in line with Bologna-process ideals. Emerging is aninstrumental view of higher education that risks excavatinguniversity pedagogy of its pedagogical dimensions and reducingthe autonomy of the university teachers with focus onstandardisation and emphasis on effective output.This paper proposes a Didaktik-approach to university pedagogy.We argue that Didaktik can help revive relational and emancipatoryelements of higher education. By viewing the relationship betweenteachers and students as a gathering around common interests, wemaintain that Didaktik emphasises teachers’ reflections regardingthe subject, the students, and other educational dimensions.
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| 2. |
- Rytzler, Johannes, 1976-
(författare)
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Turning the gaze to the self and away from the self : Foucault and Weil on the matter of education as attention formation
- 2019
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Ingår i: Ethics and Education. - : Informa UK Limited. - 1744-9642 .- 1744-9650. ; 14:3, s. 285-297
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Tidskriftsartikel (refereegranskat)abstract
- Through writings of Simone Weil and Michel Foucault, the article explores the notion of education as the formation of the attending and attentive subjects. Both writers have in different ways acknowledged the important relation between attention and the self. While Weil develops a spiritual form of attention, an attention which can be trained in any form of serious studying, aiming at dissolving the illusion of the self, Foucault understands attention as an important aspect in the Greek notion of the care of the self, which was developed outside of and due to the limitations of pedagogy aiming at a self-attentive self-formation. Both non-egotistic notions of attention address ethical and educational dimensions of human subjectivity. Foucault’s notion is anti-institutional and Weil’s notion is non-formative. As such, both perspectives inform educational thinking and practice by highlighting attention as a crucial aspect of both the active and the contemplative subject.
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