Becoming Pedagogue: Bergson and the Aesthetics, Ethics and Politics of Early Childhood Education and Care

Description

Returning to the origins of education, Becoming Pedagogue explores its role in today’s society by reuniting philosophy with pedagogy. It investigates the aesthetics, ethics and politics of childhood, education and what a teacher really does, enabling educators to define and perform their profession as per its historical and intellectual roots. Reflecting on the practice, science and knowledge tradition of pedagogy as well as abstract and formalist discourse at all levels, Olsson’s work evokes real, becoming and free aspects of educational experiences and events. Through a close reading of French philosopher Henri Bergson’s major works, historical and contemporary pedagogical resources as well as the pedagogy developed in the early childhood centres in Reggio Emilia, Italy, it develops a critical-cum-creative methodology that both analyses the present educational situation as well as creates new pedagogical alternatives. Using brand new perspectives as well as practical examples of what teachers do, Becoming Pedagogue will provide students, educators and researchers tools for critiquing simplified ideas of what a teacher is as well as giving them inspiration to experiment with alternative ways of teaching. Cover Half Title Series Page Title Page Copyright Page Dedication CONTENTS List of Illustrations and Credits Acknowledgements Prologue Introduction: The Scent of Pedagogical Problems A Broken Relation Between Logos and World in Education: A Pedagogical-Aesthetical Problem A Broken Relation Between Individual and Society in Education: A Pedagogical-Ethical Problem A Broken Relation Between Past, Present and Future in Education: A Pedagogical-Political Problem A Broken Relation Between Education and Pedagogy: A Pedagogical-Educational Problem Purpose and Character of the Book Disposition of the Book PART I: The Global Error 1. The Odour of a False Problem An Immoderate Taste for False Problems Henri Bergson and How to Recognize a False Problem Abstract Formalism in Education: Quantitative-Qualitative Confusion Logos and World in Abstract Formalist Education: Aesthetic Illusion Individual and Society in Abstract Formalist Education: Ethical Fabulation Past, Present and Future in Abstract Formalist Education: Political Retrotopication 2. Problems with Freedom There Are Always Two Sides to Every Story and to Everything A Method with Two Sides and Three Rules Creating Problems: Two Ways of (Knowing) Reality Converging Differences: Becoming Larger than Neuro-Life Thinking in Duration: Freedom “the Clearest and Simplest Thing in the World” Freedom Comes with Problems and Problems Come with Freedom PART II: The Great Oblivion 3. Science and Philosophy Revisited, Revivified and Reunited Science and Philosophy in the Scientific Study of Education Knowledge traditions in the Scientific Study of Education The Knowledge tradition of Pedagogik/Pedagogy in the Scientific Study of Education: The Case of Sweden Differences and Convergences in Pedagogy and Early Childhood Pedagogy: The Case of Sweden Summarizing Discussion and an Old-new/New-old Direction Resonances Between Bergson’s Philosophy and Pedagogy/Pedagogik Change of Direction: Introduction to the Grammar and Semantics of Pedagogy 4. The Syntax and Grammar and Semantics and Sense of Pedagogy The Words of Pedagogy: Paidagogikè Téchne, Ars Paedagogica, Paidagogos, Paedagogus, Paedagoga, Pais, Agogos, Paideia, Cultura, Educere, Evolvere, Sperimentare, Verificare, Ricerca, Organico, Olistico, Integrale, Ri-conoscere, Qualificare, Confronto, Nodo, Contaminazione, Articolare, Matrice The Domains of Pedagogy: Practice, Science and Knowledge tradition The Phenomena of Pedagogy: Upbringing, Teaching and Education The Dimensions of Pedagogy: Aesthetics The Dimensions of Pedagogy: Ethics The Dimensions of Pedagogy: Politics The Logic of Pedagogy: Contextuality, Complexity and Relationality The Methodology of Pedagogy: Analytic, Synthetic and Intuitive The Knowledge-object of Pedagogy: Scholé and Gentleness PART III: The Creative Contribution 5. Becoming Pedagogue: Intuition & Minor Methods Becoming Pedagogue: Intuition Becoming Pedagogue: Minor Methods Minor Language: The Magic of Language 6. Aesthetics, Ethics & Politics in Early Childhood Education & Care: Minor Gestures Minor Gestures An Aesthetical Gesture of Contempla(c)tion: Initial Observations and Preparations in the Project The Book An Ethical Gesture of Creating Enabling Constraints: Response to Children in the Project The Book A Political Gesture of Engaging in Composite Rhythm: Adapting to Children’s Rhythm in the Project The Book Epilogue Index