03 SES 16 B JS, Theorizing Education: A dialogue between philosophy, pädagogik/pedagogikk, and curriculum studies
Joint Symposium NW 03 and NW 13
The last 20 years have seen the rise of a neo-liberal knowledge-based educational monoculture in Europe centered on “learning” and its market values. The dominance of this educational monoculture has brought about increasing educational “resistance movements” among teacher educators, teachers, researchers and parents. Correspondingly, in Norway, many educational theorists and phenomenologists insist on going back to “education,” both in its formalized and informal practices and non-specialized languages and cultures. This also includes a return to scholarship as a kind of reflection on practice, and to what pedagogikk and didaktikk, upbringing and teaching actually are. The main access to education in this context is practice—the concrete, existential encounter between child and adult and subject-matter. Similarly, educational research is seen in this context as taking place in the complex meeting between the researcher and pedagogical thinking and writing. Both research and practice appear as existential encounters with the possibility of radical change. Education in this existential sense is (or should be) the focus of research and practice in a variety of professions in early childhood institutions, as well as those focusing on the home, school, leisure activities, and also on welfare for children and young people, refugees, unaccompanied minors and students in general (e.g. Hilt 2016; Pettersvold & Østrem 2019; Sundsdal & Øksnes 2018; Saevi 2015). Säfström & Månsson (2015) significantly distinguish between, “Education for making a living and education for making a life” (p. 69). Education as pedagogikk has as its basis the moral interest in children’s lives and in the subjective experience of self, others and the world. The relationship between adult and child is a relation between human beings rather than a relation defined by roles or professionalized “functions.” It is instead an asymmetrical interpersonal relationship, developed and maintained for the sake of the child and his or her life. Every pedagogical act is the materialization of both authority and freedom—the authority and thus responsibility of the adult, and the freedom of the child. Adults’ educational responsibility emerges in a threefold structure, centered on self, others, and world; and it is expressed, as Mollehauer (2013) has shown, through both “presentation” and “representation” as pedagogical practices and tasks. To put it another way, education is based on the relation between the old and the younger generation (Oelkers 1993), and on how the older responds to being called to responsibility in this context.
Hilt, L. (2016). Education without a shared language: Dynamics of inclusion and exclusion in Norwegian introductory classes for newly arrived minority language students. International Journal of Inclusive Education. 21: 585-601. Mollenhauer, K. (2013). Forgotten connections. On culture and upbringing. New York: Routledge. Oelkers, J. (1994). Influence and development: Two basic paradigms of education. Studies in Philosophy and Education, 13, 91-109. Pettersvold, M. & Østem. S. (2019). Mestrer, mestrer ikke. Jakten på det normale barnet. Oslo: Res Publica. Saevi, T. (2015). Learning in pedagogic relationships. Scott, D. & Hargreaves, E. (Eds.). The Sage Handbook of Learning. London: Sage, 342-353. Säfström, C.A. & Månsson, N. (2015). The ontology of learning, or teaching the not – person to learn. Interacções, (37), 66-82
Some networks have already started to plan their chairperson(s).
But at the moment chairpersons are only pencilled in, as we will still need to check for time conflicts between presentation and chairing duties. EERA office will work on this in due course and then officially let chairpersons know about their chairing duties.
Meanwhile, thank you for your patience.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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