Learning as a relational field of potentiality
2012 (English)Conference paper, Presentation (Other academic)
During recent decades the idea of lifelong learning has become seen as the key dimension for growth, sustainability and inclusion, and the field of early childhood education has suddenly become a highly profiled area. Economists, neuroscientists, psychologists, educationalists are all engaged in the topic of how high quality early childhood education and care can foster human skills and capacities, and remediate disadvantages. This interest opens up discussions concerning how to meet the expectations that the new situation creates. Is it better to work with an academic and pre-primary educational program or is it more fruitful to work with a comprehensive program? This way of making a dualism between these two approaces does not actually seem to be very effective.
To meet this new landscape and its expectations, but also to contest and make the present situation ‘problematic’, ontological, epistemological, ethical and didactical perspectives not so commonly used within the field of early childhood will be explored. Starting from a pedagogy of welcoming and hospitality, that begins with listening, the French philosopher Gilles Deleuze’s rhizomatic image of thought and Spinoza’s idea of "what a body can do" will be described in relation to an idea of subjectivity and learning as a relational field of potentiality. A field that is open for creative processes and productions. Pedagogical documentation and networking have proved to be important procedures for constructing such a pedagogy and for ‘liberating’ new potentials for learning.
Place, publisher, year, edition, pages
Research subject Early Childhood Education
IdentifiersURN: urn:nbn:se:su:diva-74981OAI: oai:DiVA.org:su-74981DiVA: diva2:513299
ECIS Early Childhood Conference, Athens, March 16-18, 2012