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Contributions to the empirical study of immediacy in the pedagogical relationship through self-narratives

100%

Manarte J., Lopes A., Pereira F.

Journal of Pedagogy

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2014

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vol. 5

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issue 2

209-225

EN

Pedagogical communication is an action wherein the body, being a part of a relational whole, performs a fundamental role. A bibliographical survey of studies on the interaction between teacher and student confirms that there is a strong correlation between the teacher’s nonverbal behavior and the students’ level of motivation and proficiency. Nonverbal communication constitutes an indispensable vehicle for the teacher’s affections, intentions and attitudes towards her students, and vice-versa. Nonverbal elements are potential promoters of immediacy, i.e., the sensation of proximity between interacting agents, which is created by the communicative behaviors. The goal of this paper is to explore some relevant aspects for the empirical study of immediacy in a pedagogical environment. It starts off from the researcher’s self-narrative based upon reports of her pedagogical experiences and proceeds with an elaboration of communicative immediacy and its impact upon the pedagogical relationship and the narrator herself.

2

Experience of support in the light of the concept of Max van Manen’s pedagogical relationship

88%

Krupska M.

Problemy Opiekuńczo-Wychowawcze

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2019

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vol. 582(7)

3-12

EN

The article takes a closer look at some important aspects of the ethical meaning of the experience of support in a pedagogical relationship in the light of the achievements of modern phenomenological pedagogy. The presented refl ection will refer to methodological proposals as well as ethical and pedagogical refl ection of one of the world’s most important representatives of pedagogy inspired by phenomenology – Max van Manen, a retired professor at the University of Alberta in Canada. The main goal of the issue is to deepen understanding of the nature and importance of support in the process of building and developing a pedagogical relationship and in the context of refl ection on the concept of pedagogical tact. Refl ection on the pedagogical relationship indicates the need to care for a deeper understanding of the phenomenon of support in the process of upbringing and education. The proposed attempt to explore the importance of support in a pedagogical relationship refers to the ethical and pedagogical dimension of refl ection on the importance of heteronomy and vulnerability of a child and adult responsibility.

3

The Concept of Authority in Pedagogical Thinking

76%

Lorenzová J.

Studia Edukacyjne

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2017

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issue 43

385-402

PL

The article aims to illustrate how pedagogical authority has changed against the backdrop of the developments in our concept of the relationship between children and adults. It maps out selected concepts of authority in pedagogy (the platonic, democratic and patriarchal models), follows the transformations of the parent-child relationship in a psychohistorical context, and outlines the distinctions between authority and authoritarianism. Further arguments relate to the necessity of partnership in the model of pedagogical authority and demonstrate the shift from the disciplinary to the personalizing code of education, in conjunction with Bernstein's concept of invisible pedagogy. The text also deals with the contradictions and paradoxes that characterize contemporary childhood and complicate any clear-cut notion of pedagogical authority. The conclusion is that the current ambivalence surrounding pedagogical authority requires a renewal of the debate about educational ideals, especially the humanizing goal of education in post-industrial society.

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1 Journal of Pedagogy

1 Problemy Opiekuńczo-Wychowawcze

1 Studia Edukacyjne

1 Krupska M.

1 Lopes A.

1 Lorenzová J.

1 Manarte J.

1 Pereira F.

1 2019

1 2017

1 2014

Contributions to the empirical study of immediacy in the pedagogical relationship through self-narratives

Experience of support in the light of the concept of Max van Manen’s pedagogical relationship

The Concept of Authority in Pedagogical Thinking