Session Information
Contribution
In this paper I would like to discuss how different forms of trust might stimulate different processes of teaching and development. The life in the classroom could be said to be a mirror of the life in society or a microcosm of the larger social world. If the world seems to become a more and more risky place to live in, we probably would find the same development in the school. If personal and institutional relations are growing more and more fragile, the same development would probably take place in the school, between teachers and students and in relation to schools where the purpose is learning and development. Trust seems to play a decisive role in this radical development. On a societal level for instance the issue of trust may involve a discussion about the difficulties of generating a social order based on trust (Barber 1983, Misztal 1996). On a personal level trust may be defined as a commitment to something or somehow and this rather risky investment becomes in some cases difficult to realise. I an attempt to elaborate what trust could mean for the school as a place to learn, I have tried to develop four approaches or models of trust that could be found in daily life in the school. The four models of trust are inspired by the works of Martin Buber, Knud E. Logstrup, Anthony Giddens and Niklas Luhmann. One of the models is discussed with an eye to the school as an institution, the three others are related to a person-person level. The main question I would like to elaborate upon is how these varieties of trust could stimulate or put forward different processes of teaching and development.
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