NFPF / NERA’s 45th Congress , Learning and Education – Material Conditions and Consequences, 23-25 March, 2017, Copenhagen, 2017
Digitization appears as a huge education project without responsible. It pretends to provide insi... more 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. Tacit Dimensions of Pedagog
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