Between Body and Spirit: The Liminality of Pedagogical Relationships

Autor/in	Todd, Sharon
Titel	Between Body and Spirit: The Liminality of Pedagogical Relationships
Quelle	In: Journal of Philosophy of Education, 48 (2014) 2, S.231-245 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12065
Schlagwörter	Instruction; Teacher Student Relationship; Imagination; Figurative Language; Change; Novels; Educational Philosophy + Suchen Sie Ihr Suchwort? Teaching process; Unterrichtsprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Wandel; Novel; Roman; Bildungsphilosophie; Erziehungsphilosophie
Abstract	This article explores the pedagogical, transformative aspects of education as a relation, viewing such transformation as occurring in the liminal space between body and spirit. In order to explore this liminal space more thoroughly, the article first outlines a case for why liminality is of educational and not only of pedagogical concern, building on James Conroy's notion of the "liminal imagination" and his emphasis on the importance of metaphor for calling our attention to the ontological spaces that make up educational practice. I then use this metaphor both substantively and methodologically, offering a reading of Clarice Lispector's novel "The Stream of Life" as a performance of the liminal imagination in its attempt to put into focus the embodied and transcendent aspects of becoming, both of which I see as central to defining what is pedagogical about human existence. The article then turns to developing how different metaphors may be mobilised to signify the particularly relational quality of becoming, drawing on Luce Irigaray's work to explore more closely the corporeal and spiritual aspects of becoming "in relation." I then turn my attention to a more fulsome discussion of the significance of approaching pedagogical relationships in education in this way and what this signifies for the teacher-student encounter in particular. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10