Tacit Dimensions of Learning and Teaching

13 SES 08 C: Conference at Network 13: Philosophy of Education, 26. Aug. 2008

Chair/Discussant: Anja Kraus/Anna Herbert

In current pedagogical theories and their diverse applications the explicit decisions concerning subjects, schedules, tasks, social settings etc. of teaching and learning processes obviously rule the field. Especially in form of governmental or cybernetic theories the focus on the explicit issues and factors actually has a great impact on actual European education, its theories, its practices and its systems. But then the other, more tacit side of educational process is disregarded, viz. the implicit meanings of spoken and written statements, the tacit expressions and contextualizations of body-communication and -interaction, the aesthetical framings realised by iconic activities and objects and the un-verbalized resources and limitations of commodities, tools and architectural environments.These aspects constitute a sort of incidental scenery that might grant significant ways of teaching and learning or might also close these. The sketched issue concerns the question of Bildung and with this all the ethical, political and emancipatory dimensions of education: If we consider the enhancement of self-development a fundamental goal of education, we have to clarify to which extent the implicit influences on school-environments are at work in constraining or empowering learners and teachers in understanding, transcending and creating the world. Aspects of the sketched issue have been discussed as a ‘hidden curriculum’ in the 1970ies and as a ‘systemic approach to teaching’ in the 1990ies and it is actually a central topic in post-structural and phenomenological analyses of educational processes. Focussed is a research that regards itself as a continuing contribution to this latter tradition which has in the recent discussion become conventional under the label ‘discourse-analysis’. Its aim is to provide an innovative theoretical framework for the democratic and emancipatory development of education.

The symposium will focus on elected phenomena that play a hidden role in educational processes. Viz. the significance of models of the ‘Other’ to teaching (Herbert/Bergstedt), impacts of new media on the attentiveness of pupils (Vlieghe), the pedagogical challenges in graphocentric cultures subverted by other cultural options (Steinnes) will be unfolded and discussed as aspects of a cultural change which happens through tacit learning and teaching. To figure out the impacts of these cultural issues on European education and didactics, the final contribution (Kraus) will focus on ‘competence’ as a central concept in European pedagogy in general. In this paper it will be argued for a new understanding of the term competence, especially regarding its methodological as well as its practical implications. This proposal serves as the starting point for a discussion on the impacts of the diverse cultural aspects, figured out in the former contributions, on pedagogy as an empirically based science.

Prof. Dr. Anja Kraus
Pädagogische Hochschule Ludwigsburg
Institut für Erziehungswissenschaft Schulpädagogik
Ludwigsburg Germany

Contributions

Please select and click on the title to read more.

Attention in an Age of Digital Learning Environments. A Philosophical Analysis
Joris Vlieghe
(Leuven, Belgium)

Literacy Ophelia Style – Literacy as Derridean Writing
Jenny Steinnes
(Lillehammer, Norway)

Modelling the Relation of Competence and Performance
Anja Kraus
(Ludwigsburg, Germany)

The Emergence of the Subject; Learning from the Other, Maieutics and Cultural Change
Anna Herbert, Bosse Bergstedt
(Lund, Sweden)

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