Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Exploring Competences: The Difference between the Implicit, the Performative, the Mimetic and the Corporeal Dimensions of Pedagogy
Pädagogische Hochschule Ludwigsburg. (Tacit Dimensions of Pedagogy ; SITE)ORCID iD: 0000-0003-0328-1971
2012 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

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
2012.
Keyword [en]
pedagogical learning theories, corporality
National Category
Pedagogy
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-37234OAI: oai:DiVA.org:lnu-37234DiVA: diva2:749483
Conference
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)
Available from: 2014-09-24 Created: 2014-09-24 Last updated: 2017-10-12Bibliographically approved

Open Access in DiVA

Presentation(286 kB)1 downloads
File information
File name FULLTEXT02.pdfFile size 286 kBChecksum SHA-512
d8a3defbabc4165c676ab89712aa3976f8206b09c3a356def71621d1acc3f94037a726ca907780d3310c273d440a26b7ec916884ee066a062d05597a6f8cbc9a
Type fulltextMimetype application/pdf
Introduction to symposium(146 kB)1 downloads
File information
File name FULLTEXT03.pdfFile size 146 kBChecksum SHA-512
ad0b6bf8682759133c05eded6be06b1e0764768f677819cfaef189873d41b418c40e9533bf59b715ba57ac7685f5891e3bf669e55407dfb8b7de503894fa95d3
Type fulltextMimetype application/pdf

Search in DiVA

By author/editor
Kraus, Anja
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 35 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 46 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf