Open AccessSeeing Pedagogically, Telling Phenomenologically: Addressing the Profound Complexity of Education
Author(s) -
Tone Sævi,
Andrew Foran
Publication year - 2013
Publication title -
phenomenology and practice
Language(s) - English
Resource type - Journals
ISSN - 1913-4711
DOI - 10.29173/pandpr19861
Subject(s) - phenomenology (philosophy) , existentialism , phenomenon , experiential learning , epistemology , unavailability , psychology , lived experience , comprehension , pedagogy , psychoanalysis , philosophy , linguistics , engineering , reliability engineering
The paper exemplifies how we as teachers see children, and indicates ways of understanding the existential educational meanings of what we see. The authors suggest that the phenomenon of seeing is a personal and relational intentional act that opens up, as well as delimits educational practice. A hermeneutic phenomenological approach to education is suggested and the thought of seeing and telling as interwoven representations is put forth. However, despite a phenomenological inquiry’s immense qualities as a pre-reflective experiential source to understanding, the authors believe that phenomenology cannot overcome or erase the aporetic unavailability of a pedagogical practice and a pedagogical-ethical language. The paper intends to show that seeing pedagogically always will be more complex, paradoxical and unsettled than what can be shown and told phenomenologically.