Het belang van pedagogische tact voor het (h)erkennen van verwondering bij leerlingen | Amsterdam University Press Journals Online
2004
Volume 40, Issue 1
  • ISSN: 1567-7109
  • E-ISSN: 2468-1652

Abstract

Abstract

Research has both empirically shown and philosophically defended the importance of ‘wonder’ in and for education. This paper aims to contribute to answering the question how, given the important role wonder can play in education, teachers can stimulate experiences of wonder in the classroom. An experience of wonder is an emotional experience, characterized by experiencing something new and unexpected, or incomprehensible, and which puzzles, surprises, fascinates, and/or astonishes the wonderer. In this paper we will describe four central elements of wonder, being alienation, non-enforceability, vulnerability and involvement. We will argue that the notion of ‘pedagogical tact’, as coined by Max van Manen, and interpreted here as a paradigmatic aspect of the pedagogical relationship, is particularly well-suited to express how teachers should respond to these four elements of children experiencing wonder.

Loading

Article metrics loading...

/content/journals/10.5117/PED2020.1.002.VANP
2020-07-01
2024-03-19
Loading full text...

Full text loading...

/deliver/fulltext/15677109/40/1/02_PED2020.1_VANP.html?itemId=/content/journals/10.5117/PED2020.1.002.VANP&mimeType=html&fmt=ahah

References

  1. Aristoteles(1985). Nicomachean Ethics, vertaling T.Irwin. Indianapolis, Hackett Publishing Company.
    [Google Scholar]
  2. Carson, R.(1965). The sense of wonder. New York: Harper & Row Publishers.
    [Google Scholar]
  3. De Ruyter, D.J.(2003). The importance of ideals in education. Journal of Philosophy and Education, 37(3), 467–482.
    [Google Scholar]
  4. De Ruyter, D.J., & Kole, J.(2010). Our teachers want to be the best: on the necessity of intra‐professional reflection about moral ideals of teaching, Teachers and Teaching: Theory and Practice, 16(2), 207-218.
    [Google Scholar]
  5. Descartes, R.(1989). Passions of the soul. Camebridge: Hackett Publishing Company.
    [Google Scholar]
  6. Egan, K.(2014). Wonder, awe, and teaching techniques. In K.Egan, A. I.Cant, & G.Judson (Eds.). Wonder-full education: The centrality of wonder in teaching and learning across the curriculum. (pp. 149-161). New York: Routledge.
    [Google Scholar]
  7. Hadzigeorgiou, Y.(2014).Reclaiming the value of wonder in science education. In K.Egan, A.Cant and G.Judson (Eds.), Wonder-full education: The centrality of wonder in teaching and learning across the curriculum (pp. 40-65). New York: Routledge.
    [Google Scholar]
  8. Hepburn, R.W.(1980). The inaugural address: Wonder. The Aristotelian Society, Supplementary Volumes54, 1-23.
    [Google Scholar]
  9. Hove, P.H.(1996). The face of wonder. Journal of Curriculum Studies, 28(4), 437-462.
    [Google Scholar]
  10. Kristjánsson, K.(2020). Flourishing as the aim of education. A neo-Aristotelian view. London: Routledge.
    [Google Scholar]
  11. Lloyd, G.(2018). Reclaiming wonder: After the sublime. Edinburgh: Edinburgh University Press.
    [Google Scholar]
  12. Nussbaum, M.(2001). Upheavals of thought: The intelligence of emotions. Cambridge and New York: Cambridge University Press
    [Google Scholar]
  13. Opdal, P.M.(2001). Curiosity, wonder and education seen as perspective development. Studies in Philosophy and Education, 20, 331-344.
    [Google Scholar]
  14. Parsons, H.L.(1969). A philosophy of wonder. Philosophy and phenomenological research, 30(1), 84-101.
    [Google Scholar]
  15. Piersol, L.(2014). Our hearts leap up: Awakening wonder within the classroom. In K.Egan, A.I.Cant, & G.Judson (Eds.). Wonder-full education: The centrality of wonder in teaching and learning across the curriculum. (pp. 3-21). New York: Routledge.
    [Google Scholar]
  16. Pedersen, J.B.W.(2019). Balanced wonder: experiential sources of imagination, virtue and human flourishing. Lanham, Maryland: Lexington Books, an imprint of the Rowman & Littlefield Publishing Group Inc..
    [Google Scholar]
  17. Schinkel, A.(2017). The educational importance of deep wonder. Journal of Philosophy of Education, 51(2), 538-553.
    [Google Scholar]
  18. Schinkel, A. (2018a). Wonder: phenomenology, conceptualization, empirical operationalization. Ongepubliceerd manuscript.
    [Google Scholar]
  19. Schinkel, A. (2018b). Steps towards the operationalization of wonder-full education. Ongepubliceerd manuscript.
    [Google Scholar]
  20. Spiecker, B.(1984). The pedagogical relationship. Oxford Review of Education, 10(2), 203-209.
    [Google Scholar]
  21. Steutel, J., & De Ruyter, D.J.(2019). Wat is opvoeding?Pedagogiek, 39(1), 53-77.
    [Google Scholar]
  22. Van Manen, M.(2015). Pedagogical tact: Knowing what to do when you don’t know what to do. New York: Routledge.
    [Google Scholar]
  23. Van Manen, M. (2016a). The tact of teaching. The meaning of Pedagogical Thoughtfulness. New York: Routledge.
    [Google Scholar]
  24. Van Manen, M. (2016b). The tone of teaching: The language of pedagogy. New York: Routledge.
    [Google Scholar]
  25. Vasalou, S.(2015)Wonder: A grammar. New York: SUNY Press.
    [Google Scholar]
  26. Wolbert, L.(2019). Floreren als ultiem einddoel van opvoeding en onderwijs. Een kwetsbare onderneming. Pedagogiek, 39(1), 95-112.
    [Google Scholar]
  27. Wolbert, L.(2020)What should schools do to promote wonder?Oxford Review of Education. Manuscript toegevoegd voor publicatie.
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.5117/PED2020.1.002.VANP
Loading
  • Article Type: Research Article
Keyword(s): pedagogical tact; teachers; vulnerability; wonder; wonder-full education
This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error