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E-grāmata: Pedagogical Tact: Knowing What to Do When You Dont Know What to Do [Taylor & Francis e-book]

  • Formāts: 240 pages
  • Sērija : Phenomenology of Practice
  • Izdošanas datums: 15-Oct-2015
  • Izdevniecība: Left Coast Press Inc
  • ISBN-13: 9781315422855
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  • Cena: 155,64 €*
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  • Standarta cena: 222,34 €
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Pedagogical Tact: Knowing What to Do When You Dont Know What to DoPalielināt
  • Formāts: 240 pages
  • Sērija : Phenomenology of Practice
  • Izdošanas datums: 15-Oct-2015
  • Izdevniecība: Left Coast Press Inc
  • ISBN-13: 9781315422855
Citas grāmatas par šo tēmu:
Taylor & Francis e-booksMore info about Taylor & Francis e-books
Rokasgrāmatas mājas lapa: https://www.taylorfrancis.com/books/9781315422855
Internationally known educator Max van Manen provides phenomenological guidance on how teachers, parents, and other child care workers can act pedagogically with sensitivity, tact, respect, and attentiveness, to create a positive influence that is felt throughout the young person’s life and adulthood.


Pedagogical Tact describes how teacher-student relations possess an improvisational and ethical character. The daily realities of educators, parents, and childcare specialists are pedagogically conditioned by sensitive insights, active thoughtfulness, and the creative ability to act caringly and appropriately in the immediacy of the moment. Internationally known educator Max van Manen shows through recognizable examples and evocative stories how good teaching is driven by the phenomenology of pedagogy. His book
-refocuses educators and others away from an emphasis on instrumental skills and technocratic programs toward the need for pedagogical tact;
-describes how pedagogical actions have latent effects that will influence children throughout their lives;
-shows how our actions with young people have pedagogically ethical and moral significance;
-gives educators back their original vocational motivation and inspiration.
Preface 11(4)
1 The Primacy of Pedagogy
15(6)
Missed Moments of Pedagogical Tact?
15(2)
A Pedagogical Moment
17(1)
What Is Pedagogy?
18(3)
2 Experiencing Pedagogy Vicariously
21(12)
Virtual Pedagogy in Cinema
22(4)
Virtual Pedagogy in Fictional Literature
26(7)
3 The Nature of Pedagogy
33(16)
The Pedagogical Moment
34(1)
Entering the Child's World of Possibility
35(2)
The Practical Moment of Acting Pedagogically
37(2)
Phenomenological Pedagogy
39(2)
How Do We Know What Is Best?
41(1)
The Goal of Pedagogy
42(3)
Ontotheology and the Pedagogy of Character
45(2)
The Irreducibility of Pedagogy
47(2)
4 The Pedagogy of Reflective Practice
49(12)
The Relation Between Reflection and Action
49(2)
Kairos Time: The Perfect Moment: The NOW
51(2)
The Novice Teacher
53(2)
The Experienced Teacher
55(6)
5 Observing with Pedagogical Eyes and Ears
61(16)
Seeing Children Pedagogically
62(2)
Pedagogical Care Experienced as Devotion and Worry
64(4)
Experiencing Responsibility in the Face of the Unique
68(5)
Caring for the Faces of Those Who Are Faceless
73(4)
6 Pedagogical Tact
77(30)
People-Sense and Child-Sense
77(1)
The Nature of Pedagogical Tact
78(2)
Personal Pedagogies
80(1)
The Immediacy of the Moment
81(3)
The Pedagogical Meaning of Discipline
84(2)
Confusing the Possible with the Desirable
86(3)
Tact Is Not Ruled by Rules---Yet Tact Is Not "Unruly"
89(3)
Pedagogical Understanding
92(5)
The Pedagogy of Teaching
97(6)
To Live Is to Touch and to Be Touched
103(4)
7 Pedagogical Con-tact
107(32)
Modes of Contact
111(6)
Meaningful Learning
117(2)
Pedagogical Relation
119(3)
The Reflexive Nature of Pedagogy
122(1)
The Paradoxical Nature of Pedagogy
123(3)
Pedagogical Atmosphere
126(3)
Presentative and Representative Contact
129(2)
How Do Children Experience Our Presence?
131(2)
The Pedagogy of Being (What We Teach)
133(3)
Virtual Contact
136(3)
8 Pedagogical Regard and Recognition
139(18)
Pedagogical Aspects of Being Seen and Being Known
142(2)
Regions of Regard and Relations to the Self
144(3)
Who Am I?
147(3)
The Secret Self
150(2)
Phenomenological Pedagogy
152(5)
9 The Phenomenology of Student Experience
157(14)
Orienting to Student Experience
159(1)
Naming the Experience of Naming
160(5)
How to Gain Access to Student Experience
165(2)
What Is Named When We Speak of "Experience"?
167(2)
The Pedagogical Significance of Orienting to Student Experience
169(2)
10 Cyber-Pedagogy
171(8)
The Inner Self
171(1)
Cyber-Pedagogy and the Search for Self-Identity
172(3)
Constant Contact and Digital Intimacy
175(4)
11 Pedagogical Knowing and Acting
179(16)
The Ethics of Responsibility
181(1)
The Embodied and Temporal Nature of Practical Knowledge
182(2)
Knowing What to Do When You Don't Know What to Do
184(6)
Presence and Hope in an Uncertain World
190(4)
Damages
194(1)
Appendix A Ethical-Pedagogical Perspectives
195(8)
Deontological Pedagogy
196(1)
Utilitarian Pedagogy
197(1)
Consequentialist Pedagogy
198(1)
Contractualist Pedagogy
198(1)
Virtue Pedagogy
199(1)
Situational Pedagogy
200(1)
Relational Pedagogy
201(2)
Appendix B Historical Notes
203(24)
Human Science Pedagogy
204(2)
Wolfgang Klafki
206(1)
John Dewey
207(1)
Johann Friedrich Herbart on Pedagogical Tact
208(5)
Languages of Pedagogy
213(2)
Pedagogy Without Paides
215(3)
A Continually Unfolding of a Language and Practice of Pedagogy
218(1)
Pedagogy and the Philosophy of Caring
219(6)
Thematic Elements of Pedagogical Thoughtfulness and Tact
225(2)
References 227(6)
Index 233(6)
About the Author 239
Max van Manen is emeritus Professor in Research Methods, Pedagogy and Curriculum Studies in the Faculty of Education at the University of Alberta, Canada, and Adjunct Professor at the University of Victoria, Canada. He is the leading proponent of the practice and meaning of phenomenological inquiry in pedagogy, psychology, health science, and the human sciences. He is author of numerous books on phenomenology and on pedagogy, including Phenomenology of Practice (2014), The Tact of Teaching (1991), and The Tone of Teaching (2002). and has had his books translated into nine languages. He has also authored over 100 articles and chapters on pedagogy, health science, qualitative research methods, and phenomenology. He founded the journal Phenomenology and Pedagogy and developed the website PhenomenologyOnline. He is recipient of the Lifetime Achievement Award by the Curriculum Division of the American Educational Research Association among numerous other awards and distinctions.
Permanent link: https://www.kriso.lv/db/9781315422855_pe.html
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