Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systems
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/11328/1635 |
Resumo: | The significance of the “Bologna Turn” in European Higher Education, which supposedly refocused the process of teaching and learning and was expected to bring about a pedagogical reform, is discussed mainly by clarifying why it has not in fact realized the expected advances on performativity and standardization. We show how the “Bologna Process” falls into the mechanistic paradigm that Rancière (1987) acutely criticized and through which the educational intervening subjects are reduced to a functional dimension. We draw on Rancière’s criticism to make clear the dynamics of the “deranging machine”, while we call for Buber’s “pedagogy of encounter” as having the potential for opening a new space to escape from the current situation by a “pedagogy of an inspiring way of speaking”, as this may act as adequate conveyer for accomplishing the desired meaningful encounters. These issues lead us to consider why and how education requires a special “pedagogical tact”: the tact for understanding that education is an antinomical process that flows from, through and towards a meaningful dialogue, so that one can recognize that autonomy is constructed in relation to dependency, freedom in relation to compliance and care in relation to some amount of constraint. |
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Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systemsBologna ProcessHigher EducationPhilosophy of EducationDialogismThe significance of the “Bologna Turn” in European Higher Education, which supposedly refocused the process of teaching and learning and was expected to bring about a pedagogical reform, is discussed mainly by clarifying why it has not in fact realized the expected advances on performativity and standardization. We show how the “Bologna Process” falls into the mechanistic paradigm that Rancière (1987) acutely criticized and through which the educational intervening subjects are reduced to a functional dimension. We draw on Rancière’s criticism to make clear the dynamics of the “deranging machine”, while we call for Buber’s “pedagogy of encounter” as having the potential for opening a new space to escape from the current situation by a “pedagogy of an inspiring way of speaking”, as this may act as adequate conveyer for accomplishing the desired meaningful encounters. These issues lead us to consider why and how education requires a special “pedagogical tact”: the tact for understanding that education is an antinomical process that flows from, through and towards a meaningful dialogue, so that one can recognize that autonomy is constructed in relation to dependency, freedom in relation to compliance and care in relation to some amount of constraint.2016-11-06T22:23:13Z2016-11-062015-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/11328/1635http://hdl.handle.net/11328/1635enghttp://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccessReis, CarlosFormosinho, Maria das DoresJesus, Paulo Renatoreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-11-16T02:15:22Zoai:repositorio.upt.pt:11328/1635Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T22:42:10.003810Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systems |
title |
Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systems |
spellingShingle |
Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systems Reis, Carlos Bologna Process Higher Education Philosophy of Education Dialogism |
title_short |
Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systems |
title_full |
Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systems |
title_fullStr |
Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systems |
title_full_unstemmed |
Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systems |
title_sort |
Rescuing the ghost from the machine: towards responsive education, not explanatory machinery systems |
author |
Reis, Carlos |
author_facet |
Reis, Carlos Formosinho, Maria das Dores Jesus, Paulo Renato |
author_role |
author |
author2 |
Formosinho, Maria das Dores Jesus, Paulo Renato |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Reis, Carlos Formosinho, Maria das Dores Jesus, Paulo Renato |
dc.subject.por.fl_str_mv |
Bologna Process Higher Education Philosophy of Education Dialogism |
topic |
Bologna Process Higher Education Philosophy of Education Dialogism |
description |
The significance of the “Bologna Turn” in European Higher Education, which supposedly refocused the process of teaching and learning and was expected to bring about a pedagogical reform, is discussed mainly by clarifying why it has not in fact realized the expected advances on performativity and standardization. We show how the “Bologna Process” falls into the mechanistic paradigm that Rancière (1987) acutely criticized and through which the educational intervening subjects are reduced to a functional dimension. We draw on Rancière’s criticism to make clear the dynamics of the “deranging machine”, while we call for Buber’s “pedagogy of encounter” as having the potential for opening a new space to escape from the current situation by a “pedagogy of an inspiring way of speaking”, as this may act as adequate conveyer for accomplishing the desired meaningful encounters. These issues lead us to consider why and how education requires a special “pedagogical tact”: the tact for understanding that education is an antinomical process that flows from, through and towards a meaningful dialogue, so that one can recognize that autonomy is constructed in relation to dependency, freedom in relation to compliance and care in relation to some amount of constraint. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-01-01T00:00:00Z 2016-11-06T22:23:13Z 2016-11-06 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/11328/1635 http://hdl.handle.net/11328/1635 |
url |
http://hdl.handle.net/11328/1635 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799134987031674880 |