A Pedagogy of Presence. Philosophical Critique of Pedagogical Impostering
The purpose of this paper is to articulate a philosophical reflection on a pedagogy of presence. To be present to what happens in an educational setting, as teachers or learners, as professors or students, or as researchers, is to bring into play our attention and produce our own visibility in what...
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| Format: | Article |
| Language: | English |
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Ediciones Universidad de Salamanca
2013-07-01
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| Series: | Teoría de la Educación: Revista Interuniversitaria |
| Subjects: | |
| Online Access: | https://revistas.usal.es/index.php/1130-3743/article/view/10354 |
| _version_ | 1811285583219130368 |
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| author | Fernando BÁRCENA ORBE |
| author_facet | Fernando BÁRCENA ORBE |
| author_sort | Fernando BÁRCENA ORBE |
| collection | DOAJ |
| description | The purpose of this paper is to articulate a philosophical reflection on a pedagogy of presence. To be present to what happens in an educational setting, as teachers or learners, as professors or students, or as researchers, is to bring into play our attention and produce our own visibility in what we do and what we think. Faced with a dominant tradition in philosophy of education, one which defines this activity as a mere rational construction of the educational reality in which rational testing establishes a critical distance between a subject and an object of knowledge, it is suggested here that an ancient philosophical tradition that defines the work of research, philosophical or not, as a way of life and as a process that transforms the subject of experience through the establishment of a poetic distance with reality, be recuperated. The notion of a «pedagogy of presence» is intended to account for the establishment of a proper distance in which the learning subject produces his or her own presence in their learning experience. The paper ends with a critical analysis of a certain pedagogical impostering, which annuls the presence referred to, common in the dominant educational discourse today. |
| first_indexed | 2024-04-13T02:46:16Z |
| format | Article |
| id | doaj.art-da0fc415ea474778b1d437b25f2265ea |
| institution | Directory Open Access Journal |
| issn | 1130-3743 2386-5660 |
| language | English |
| last_indexed | 2024-04-13T02:46:16Z |
| publishDate | 2013-07-01 |
| publisher | Ediciones Universidad de Salamanca |
| record_format | Article |
| series | Teoría de la Educación: Revista Interuniversitaria |
| spelling | doaj.art-da0fc415ea474778b1d437b25f2265ea2022-12-22T03:06:01ZengEdiciones Universidad de SalamancaTeoría de la Educación: Revista Interuniversitaria1130-37432386-56602013-07-01242255710.14201/teri.103549786A Pedagogy of Presence. Philosophical Critique of Pedagogical ImposteringFernando BÁRCENA ORBE0Universidad Complutense de MadridThe purpose of this paper is to articulate a philosophical reflection on a pedagogy of presence. To be present to what happens in an educational setting, as teachers or learners, as professors or students, or as researchers, is to bring into play our attention and produce our own visibility in what we do and what we think. Faced with a dominant tradition in philosophy of education, one which defines this activity as a mere rational construction of the educational reality in which rational testing establishes a critical distance between a subject and an object of knowledge, it is suggested here that an ancient philosophical tradition that defines the work of research, philosophical or not, as a way of life and as a process that transforms the subject of experience through the establishment of a poetic distance with reality, be recuperated. The notion of a «pedagogy of presence» is intended to account for the establishment of a proper distance in which the learning subject produces his or her own presence in their learning experience. The paper ends with a critical analysis of a certain pedagogical impostering, which annuls the presence referred to, common in the dominant educational discourse today.https://revistas.usal.es/index.php/1130-3743/article/view/10354pedagogía de la presenciafilosofía de la educacióninvestigación educativaimpostura pedagógicaacontecimientoaprender |
| spellingShingle | Fernando BÁRCENA ORBE A Pedagogy of Presence. Philosophical Critique of Pedagogical Impostering Teoría de la Educación: Revista Interuniversitaria pedagogía de la presencia filosofía de la educación investigación educativa impostura pedagógica acontecimiento aprender |
| title | A Pedagogy of Presence. Philosophical Critique of Pedagogical Impostering |
| title_full | A Pedagogy of Presence. Philosophical Critique of Pedagogical Impostering |
| title_fullStr | A Pedagogy of Presence. Philosophical Critique of Pedagogical Impostering |
| title_full_unstemmed | A Pedagogy of Presence. Philosophical Critique of Pedagogical Impostering |
| title_short | A Pedagogy of Presence. Philosophical Critique of Pedagogical Impostering |
| title_sort | pedagogy of presence philosophical critique of pedagogical impostering |
| topic | pedagogía de la presencia filosofía de la educación investigación educativa impostura pedagógica acontecimiento aprender |
| url | https://revistas.usal.es/index.php/1130-3743/article/view/10354 |
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