Rescuing the ghost from the machine: towards responsive education and beyond explanatory machinery systems
Autor(a) principal: | |
---|---|
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/10316/45681 https://doi.org/10.25233/ijlel/2015-v1i1p4 |
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. |
id |
RCAP_d08a887c841544a69623744e881eb11c |
---|---|
oai_identifier_str |
oai:estudogeral.uc.pt:10316/45681 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Rescuing the ghost from the machine: towards responsive education and beyond explanatory machinery systemsBologna ProcessHigher EducationPerformativityPedagogy of EncounterThe 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.2015info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10316/45681http://hdl.handle.net/10316/45681https://doi.org/10.25233/ijlel/2015-v1i1p4eng1464-519XReis, Carlos Francisco de SousaFormosinho, Maria das DoresJesus, Paulo Renatoinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2020-11-06T17:00:26Zoai:estudogeral.uc.pt:10316/45681Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:50:00.214654Repositório 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 and beyond explanatory machinery systems |
title |
Rescuing the ghost from the machine: towards responsive education and beyond explanatory machinery systems |
spellingShingle |
Rescuing the ghost from the machine: towards responsive education and beyond explanatory machinery systems Reis, Carlos Francisco de Sousa Bologna Process Higher Education Performativity Pedagogy of Encounter |
title_short |
Rescuing the ghost from the machine: towards responsive education and beyond explanatory machinery systems |
title_full |
Rescuing the ghost from the machine: towards responsive education and beyond explanatory machinery systems |
title_fullStr |
Rescuing the ghost from the machine: towards responsive education and beyond explanatory machinery systems |
title_full_unstemmed |
Rescuing the ghost from the machine: towards responsive education and beyond explanatory machinery systems |
title_sort |
Rescuing the ghost from the machine: towards responsive education and beyond explanatory machinery systems |
author |
Reis, Carlos Francisco de Sousa |
author_facet |
Reis, Carlos Francisco de Sousa 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 Francisco de Sousa Formosinho, Maria das Dores Jesus, Paulo Renato |
dc.subject.por.fl_str_mv |
Bologna Process Higher Education Performativity Pedagogy of Encounter |
topic |
Bologna Process Higher Education Performativity Pedagogy of Encounter |
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 |
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/10316/45681 http://hdl.handle.net/10316/45681 https://doi.org/10.25233/ijlel/2015-v1i1p4 |
url |
http://hdl.handle.net/10316/45681 https://doi.org/10.25233/ijlel/2015-v1i1p4 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1464-519X |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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 |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799133781059174400 |