Accounting for Oneself in Teaching: Trust, Parrhesia, and Bad Faith

Autor/in	Brady, Alison M.
Titel	Accounting for Oneself in Teaching: Trust, Parrhesia, and Bad Faith
Quelle	In: Studies in Philosophy and Education, 41 (2022) 3, S.273-286 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brady, Alison M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-022-09824-w
Schlagwörter	Trust (Psychology); Freedom; Accountability; Self Evaluation (Individuals); Criticism; Philosophy; Educational Practices + Suchen Sie Ihr Suchwort? Freiheit; Verantwortung; Kritik; Philosophie; Bildungspraxis
Abstract	This paper seeks to reconceptualise the basis for trusting teachers in current educational discourses. It proposes moving away from trust based on 'absolute accuracy' to trust as encapsulated in the practice of parrhesia. On the surface, parrhesia appears to be the opposite of Sartre's concept of 'bad faith'. Paradoxically, however, our attempts to be sincere in our accounts are inevitably tainted by this. This paradox is especially evident in autobiographical writing, an activity that is both parrhesiastic in nature and susceptible to bad faith. This does not mean that we should abandon trust in these ways of accounting for oneself, however. Rather, parrhesiastic practices in autobiographical writing can offer a different understanding of how we account for ourselves and our practices, one that does not pertain to a narrow definition of truth as accuracy, but instead leads to a form of self-criticism where one situates oneself in relation to the 'truth' of their accounts in new ways. Towards the end of the paper, I explore three 'parrhesiastic techniques' and their relationship to accounting for oneself as a teacher, to reimagine these techniques from technicist to existential ways of relating to our practices. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01