Authors:
- Focuses on teaching within educational theory instead of the current emphasis on learning
- Theorizes Teaching as a driver of education from a practical pedagogical perspective
- Connects teaching with epistemology, theory of language and the practice of language
- Provides a fresh approach by relating to Ricoeur in philosophy of education
Part of the book series: Contemporary Philosophies and Theories in Education (COPT, volume 12)
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Table of contents (8 chapters)
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Front Matter
About this book
This book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching must create attention towards processes of collectivity in the classroom. Today, teaching is both acts of expressing knowledge and acts of securing justice to all students through a mediation of knowledge. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge.
The authors argue for teaching as the driver of education. To pay attention to teaching is to pay attention to that which is inside the system of education. To consider education as a mediation of knowledge between generations, places teaching as an act of performing the content of education, in a class in a school. The complexity of these processes is easily overlooked when education is used as a means in competitive economies. The approach taken in this text is that deliberations about teaching must be based on historicity. The support for this argument builds on a reading of the French philosopher Paul Ricoeur.The book addresses teaching as an integral part of the learning process. In education today, everything seems to be concentrated around learning, as if teaching no longer takes place. Teachers and teacher educators need a language to discuss and understand teaching, both as personal and institutional actions. A Ricoeurian approach to a discussion on teaching as a reflexive and institutional practice, provides a timely approach to important questions related to teaching in our day and age.
Authors and Affiliations
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Department of Teacher Education, Norwegian University of Science and Technology, Trondheim, Norway
Halvor Hoveid
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Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway
Marit Honerød Hoveid
Bibliographic Information
Book Title: Making Education Educational
Book Subtitle: A Reflexive Approach to Teaching
Authors: Halvor Hoveid, Marit Honerød Hoveid
Series Title: Contemporary Philosophies and Theories in Education
DOI: https://doi.org/10.1007/978-3-030-27076-6
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2019
Hardcover ISBN: 978-3-030-27075-9Published: 08 October 2019
Softcover ISBN: 978-3-030-27078-0Published: 08 October 2020
eBook ISBN: 978-3-030-27076-6Published: 26 September 2019
Series ISSN: 2214-9759
Series E-ISSN: 2214-9767
Edition Number: 1
Number of Pages: XVI, 197
Number of Illustrations: 1 b/w illustrations
Topics: Educational Philosophy, Teaching and Teacher Education, Philosophy of Education, History of Education