How can we understand the educativein educational processes in higher education? This fundamental pedagogical question can be posed as an empirical, theoretical and didactical question.This question has been the central line of interest in my doctoral research project on the educational practice of supervision of master students working on their masters. I have explored the question both empirically and theoretically in the research process, using “educative process” as a sensitizing concept(Blumer 1954) in a dialectic process between theory and field, and I have made the supervision conversationthe focus for my empirical and theoretical work. This paper presents one of the findings in my doctoral research work; participation in academic judgment processes.
Education concerns both the cultivation of the individual and the community. It is understood as processes that have a course without a definite time horizon. Education extends teaching and learning events and processes that take place “here and now”. In educational practices we start or spark processes that we cannot fully predict or prescribe the result of (Hoveid 2018).
The institutionalisation of educational practices typically involves demarcations in time. It identifies the process with a definite starting point, intervals and especially end points. Educational institutions set formal objectives and prescribe formats for the educational practices.
To ask for the educative is to problematize what connects the here and now of an educational practice with the life-long processes. This area remains a blind area if we do not open it up for investigation, discussion and theorising. This question, about the educative, is sometimes answered with reference to the purpose of an educational process, sometimes with evidence from the effect of teaching and learning, and sometimes with a list of evaluation criteria. It is seldom answered with a deliberation of what I have called “the blind area”. Posing the question about the educative is not a question of whatyou do, northe purposeof what you do, but rather of (what the rap group Salt’n’Pepa quite straight forward conceptualises in the song Shoopfrom 1993 as) what you do when you do what you do.
Central to the notion of the educative that I develop in my thesis is the idea of the pedagogical meetingas the educational “molecule”. The meeting is constituted by participation. Alfred Schütz’ (1982) and Erwing Goffman’s (1963, 2005) conceptualisations of social situations forms a theoretical starting point for establishing a conceptualisation of the supervision roomconstituted in the pedagogical meeting. The supervision room is a room of potential for educative processes.
Purpose or end is of course fundamentally connected to the educative processes. The educational purpose that is most prominent, both in formal curriculum, in supervision events as well as in the pedagogical theory on higher education, is the formation of the scholar, an autonomous person who studies and is knowledgeable in an academic subject. Even if, in the field of higher education, this purpose is more often hidden in managerial language and quality criteria, it is still evident as the main purpose for master education. In the supervision room both the supervisor’s and the student’s scholarly formation is in play. Given the formation of the scholar as the educational end, the question is how what goes on in master supervision contributes to this.