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Teaching as a way of bonding : a contribution to the relational theory of teaching

Jonas Aspelin, 1964- (Författare)

URI http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21130, URN urn:nbn:se:hkr:diva-21130, DOI 10.1080/00131857.2020.1798758

Högskolan Kristianstad Fakulteten för lärarutbildning (Utgivare), Högskolan Kristianstad Fakulteten för lärarutbildning (Utgivare), Högskolan Kristianstad Specialpedagogisk forskningsmiljö (SpecPed) (Utgivare)

utgivning

2020

är del av

Educational Philosophy and Theory · ISSN 0013-1857

53:6, 588-596

Bidrag, Onlineresurs

Finns online:

http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21130

Värdpublikation

ämne

Social Sciences, Educational Sciences, Samhällsvetenskap, Utbildningsvetenskap, Social Sciences, Educational Sciences, Pedagogy, Samhällsvetenskap, Utbildningsvetenskap, Pedagogik, teaching; relational theory; Martin Buber; relational bond

Fler detaljer Referera

Sammanfattning

The general discourse on education stresses either the teacher’s or the student’s position. This article aims to contribute to a relational theory of teaching by discussing three significant concepts of teaching from the standpoint of Martin Buber’s relational philosophy. Feldman suggests that teaching implies being human in a particular way and in a particular context; Kelchtermans shows that a teacher’s ‘personal interpretative framework’ plays a crucial role in teaching and is constantly modified through interactions; Biesta defines the essence of teaching in terms of the relation between the teacher’s address and the student’s personal response. Although they all contribute to the relational theory of teaching, they also seem to neglect a vital dimension found in Buber’s philosophy – the exceptional moment when a teacher and a student turn to each other as ‘this particular other person’. As a supplement to the other concepts, this article outlines the concept of ‘teaching as a way of bonding’ and makes three suggestions: (1) bonding is a prerequisite for teaching; (2) there are qualitative differences between ‘social bonding’ and ‘relational bonding’; and (3) the teaching is ultimately best understandable in terms of ‘relational bonding’.