Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Pedagogical creed as Calling and Responding. 
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2009 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In this paper, I will explore the consequences of (philosophically) constructing the way a teacher approaches her student and her task within the conceptual framework of calling and respons(e)ibility. According to Martin Buber's philosophy of dialogue, a person's existence should be understood as an existential dialogue, that is to say that what a person experiences is viewed as a calling addressing her, and accordingly that the actions undertaken by her is looked upon as responsible responses to those experiences. Pedagogical creed might, according to this notion, be conceptualized as a question of the teacher being addressed by and responding to the students' undertakings, predicaments and needs. The suggested construction of pedagogical creed made in this paper, suggests three demands on the teacher. The first demand is about her paying heed to the address, which in turn will be seen as comprised of the teacher talking authentically and of her serving the student. The second demand is about responding in a responsible way, which according to Buber will be put forward as a question of embracing a loving leadership; whilst the third demand says that the teacher ought to address the predicaments and needs of the students, demanding the teacher to provoke and to dare to take risks. By constructing pedagogical creed in this way, the paper offers new ways of discovering, articulating and discerning questions related to pedagogical attitude and interaction.

Place, publisher, year, edition, pages
2009.
National Category
Educational Sciences
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-148126OAI: oai:DiVA.org:su-148126DiVA: diva2:1149649
Conference
Paper presented at NERA’s 37thCongress– Literacy as Worldmaking, Trondheim, Norge, 5-7 mars.
Available from: 2017-10-16 Created: 2017-10-16 Last updated: 2017-10-16

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Jons, Lotta
By organisation
Department of Mathematics and Science Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 2 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf