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| Autor/in | Letiche, Hugo |
|---|---|
| Titel | Bewildering Pedagogy |
| Quelle | In: Journal of Curriculum and Pedagogy, 14 (2017) 3, S.236-255 (20 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1550-5170 |
| DOI | 10.1080/15505170.2017.1335662 |
| Schlagwörter | Stellungnahme; Educational Theories; Humanism; Humanistic Education; Role of Education; Individualism; Educational Principles; Epistemology; Educational Practices; Educational Philosophy; Humanization |
| Abstract | In this article, the author offer a response to Nathan Snaza's (2013a, 2013b, 2014a; Sonu & Snaza, 2015) "bewildering" pedagogy as developed in the "Journal of Curriculum and Pedagogy". Pedagogy is about the role of being-with in human development; it does not primarily answer to cognitive or competency development or techniques of learning. Snaza really did write, in this sense passionately, about pedagogy. In his oeuvre, he has made a fundamental effort to define an ontology of pedagogical relatedness. Indeed, education without pedagogy is blind, fretful, and herd-like. But Snaza's pedagogy is based on an us/them dichotomy between humanism and ecological-posthumanism; and that dichotomy the author finds fundamentally unsatisfactory. Thus, he wishes, here, to come to the defense of humanism as the fundament to pedagogy. (ERIC). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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