The Difference between the Implicit, the Performative, the Mimetic and the Corporeal Dimensions of Pedagogy
2012 (English)Conference paper, Abstract (Refereed)
On one side, today´s Pedagogy is ruled by the perspective on caring and its normative framing, and on the other side it is led by the high esteem for the personality, responsibility and also the autonomy of the child. Both approaches are deeply based in the tradition of Enlightenment (cf. Adorno 1947). In the year 1979, Francois Lyotard proclaimed the “end of master narratives“ such as “emancipation”, “autonomy”, “societal progress” etc. By the postmodern movement the self-interpretation, the contingency, discoursivity and the stage-character of phenomena was stressed. A paradigm shift was initiated by referring to the materiality of the body, of experience and of history. By this, also new fields of social research have been opened up. In Pedagogy concepts such as implicit knowing (Polanyi, Neuweg, Mayr et al.), anthropological approaches that describe human existence by terms like performativity and mimesis (Wulf, Zirfas, Tervooren et al.), and phenomenological approaches (Merleau-Ponty, Waldenfels, Meyer-Drawe et al.) that refer to corporeality and bodyliness can be regarded as a reference and as an answer to this paradigm shift.
In my contribution I will make up some main points of these latter approaches and compare them.
Place, publisher, year, edition, pages
pedagogical learning theories, corporality
Research subject Pedagogics and Educational Sciences
IdentifiersURN: urn:nbn:se:lnu:diva-37234OAI: oai:DiVA.org:lnu-37234DiVA: diva2:749483
40th Congress der Nordic Educational Research Association (NERA): “Everyday life, Education and their Transformation in a Nordic and Globalized Context” at University Aarhus Copenhagen/Damark: Network 23 “Poststructuralist Pedagogical Research” Symposium on The Tacit Turn in Pedagogy (organised by Anja Kraus with extern reviewing)