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Didactics and the Tacit Dimensions of Competences
Linnaeus University, Faculty of Social Sciences, Department of Education. (Tacit Dimensions of Pedagogy)ORCID iD: 0000-0003-0328-1971
2017 (English)In: Presented at: NERA 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Digitization appears as a huge education project without responsible. It pretends to provide insight, presence, social relationships and history as the true purpose is to follow the rules of machinery. It has thus a rather clear signature of totalitarianism.

In order to preserve the teacher´s role as a sounding board for too much imaginary and for too rigid orders, I will depart from another, the body-phenomenological practice-theoretical angle: It is a well-experienced phenomenon that “[…] the How of learning retreats into darkness” (Meyer-Drawe 2004: 90). This causes quite severe problems for the teachers in classes of up to 30 pupils. The heterogeneity of the pupils regarding their horizons of experiences, also learning experiences, is to a great deal hidden. Therefore, an individualized competence development is a huge challenge for a single teacher. And, I would like to insist: learning settings should be set up to structure learning and to raise the visibility of probable learning. Mere output-measuring and mystical passivity are in the outskirts of education and pedagogy, but not its core. To teach means to pave the way for a vivid communication in the classroom. The Scylla of a pre-stabilized “order of the things” and “tableaus vivants” (with Jacques Lacan: the real), and the Charybdis of simulacra and hyperrealities always play a certain role in such a communication, but the critical outside-position has urgently to be preserved.  

Place, publisher, year, edition, pages
2017.
Keywords [en]
Digitalization, hidden curriculum
National Category
Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
URN: urn:nbn:se:lnu:diva-68310OAI: oai:DiVA.org:lnu-68310DiVA, id: diva2:1148656
Conference
NFPF / NERA’s 45th Congress , Learning and Education – Material Conditions and Consequences, 23-25 March, 2017, Copenhagen
Projects
Tacit Dimensions of PedagogyAvailable from: 2017-10-11 Created: 2017-10-11 Last updated: 2017-10-18Bibliographically approved

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Kraus, Anja

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • 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