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En plats för uppmärksamhet
Mälardalen University, School of Education, Culture and Communication, Educational Sciences and Mathematics. Forskarskolan Filosofiska studier av pedagogiska relationer. (SOC-ED)ORCID iD: 0000-0002-9518-4089
2017 (Swedish)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 22, no 3-4, 215-232 p.Article in journal (Refereed) Published
Abstract [sv]

I denna artikel undersöker jag hur uppmärksamhet kan förstås som ett undervisningsfenomen som kan skapas, formas och delas i undervisningens praktik. Artikeln tar avstamp i ett radikalt relationellt perspektiv på pedagogik och kan ses som ett bidrag till en etablerad pedagogisk-filosofisk diskussion om uppmärksamhet som relationellt fenomen. Den förståelse för uppmärksamhet som skrivs fram i artikeln bygger på en läsning av Lars Løvlies diskussioner om platsens pedagogik och pedagogisk takt. Utifrån denna läsning visar jag hur dessa diskussioner kan bidra till en fördjupad förståelse för de pedagogiska grundprinciperna bildsamhet och uppfordran till självverksamhet, främst med avseende på uppmärksamhet som en grundläggande pedagogisk relation, så som den kommer till uttryck i undervisningens praktik.

Abstract [en]

The purpose of the article is to explore the educational characteristics of attention by approaching attention as a situation-specific and relational phenomenon. In the article, I argue that the practice of teaching is a form of attention formation, in which attention can be created, formed and shared. The argument builds on a relational interpretation of the educational principles Bildsamkeit and Summons to self-activity (Uljens, 1998, 2001; Benner, 2005, 2015) and on discussions from educational philosophy, which critically delve into the relational traits of educational practices (Todd, 2003, 2009, 2015; Säfström, 2005, 2011; Biesta, 2006, 2014). By understanding teaching as an invitation to attention formation, through the sharing of differences that emerge through the triadic relation between teacher, students and subject matter, teaching can in itself be said to bring about a specific form of attention. This form of attention can be thought of as a concrete relation rather than as an abstract process. The subject matter, as it comes to life in the event of teaching, both forms and is formed by the attentive relations that together constitute the teaching event.

Place, publisher, year, edition, pages
2017. Vol. 22, no 3-4, 215-232 p.
Keyword [en]
attention, educational relations, teaching, pedagogy of the place, educational tact, Bildsamkeit, summons to self-activity
Keyword [sv]
uppmärksamhet, pedagogiska relationer, undervisning, platsens pedagogik, pedagogisk takt, bildsamhet, uppfordran till självverksamhet
National Category
Social Sciences Pedagogy Didactics
Research subject
Didactics
Identifiers
URN: urn:nbn:se:mdh:diva-36502OAI: oai:DiVA.org:mdh-36502DiVA: diva2:1143705
Available from: 2017-09-22 Created: 2017-09-22 Last updated: 2017-09-22

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