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Teacher-Student-Relation as A Matter of Calling and Responding: a deliberation on philosophical underpinnings and affordances in articulation. 
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2012 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Drawing on Martin Buber’s philosophy of dialogue, my contribution to the theorising of education evolves around the concept of calling and responding. Understanding our being in the world according to Martin Buber’s philosophy of dialogue, means understanding it as an existential dialogue, conceptualized in my thesis (see Jons 2008) as a matter of calling and responding.

The conceptualization was undertaken by employing a method of philosophical construction suggested by Gilles Deleuze and Félix Guattari (1994) aiming at reusing old concepts in new contexts, thereby affording possibilities to discover, articulate and discern phenomena of that context in new ways. The construction of the concept was based on a secularised notion of vocation and coined as a relational, ontologically normative and existentially dialogical notion, thereby intending to discover, articulate and discern pedagogical relations in a new way.

My presentation is concerned with the pedagogical relation between the teacher and her student, a relation here conceptualized as a question of the teacher being addressed by and responding to the student’s undertakings, predicaments and needs. As a relational, ontologically normative and existentially dialogical construct, the conception of calling and responding suggests three demands on the teacher. The first demand is put forth as a question of the teacher paying heed to the address, in which the undertakings, predicaments and needs of her student is summoning her, a demand more precisely asking of her to talk authentically and to serve her student. The second demand is put forth as a requirement to respond in a responsible way to the callings by way of embracing a loving leadership, whilst the third demand is about the teacher in turn addressing the student and her predicaments and needs in a provocative way, daring to take risks.

Elaborating the conceptualization of calling and responding as well as the notion of teacher-student-relation inside the conceptual framework of calling and responding, my paper aims at contributing to the conversation concerned with the theorising of education with a relational, ontological normative and existentially dialogical perspective on this pedagogical relation.

Place, publisher, year, edition, pages
2012.
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-147806OAI: oai:DiVA.org:su-147806DiVA: diva2:1149351
Conference
Paper presented at The Second International Theorising Education Conference: The Future of Theory in Education: Traditions, Trends, Trajectories, University of Stirling, Scotland, 7-9 June.
Available from: 2017-10-15 Created: 2017-10-15 Last updated: 2017-10-15

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