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Open Access Tijd voor pedagogiek

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Time for ‘pedagogiek’: On the importance of ‘pedagogiek’ for teaching and education

In this slightly edited version of my inaugural lecture, I try to show in three steps what the unique and distinctive contribution of ‘pedagogiek’ to the theory and practice of education consists of. I do this, firstly, by characterising ‘pedagogiek’ as an interested science of action, and by emphasising that the central interest of ‘pedagogiek’ has to do with emancipation, that is, with grown-up ways of leading one’s life. I use this, secondly, to debunk a rather common misunderstanding about the role of education in the formation of the person, by showing that this is not about the formation of individuals according to certain images or ideals, but rather is orientated towards the question of what it means to exist as (a) person. This reveals that ‘pedagogiek’ is concerned with existential questions: question about what it means to live one’s life, individually and together with others. In the third and final step, I show what this means for schooling, making a case for subjectifying education and a flipped curriculum, and outlining the connection with the question of democracy. I conclude by highlighting two areas for further research. Firstly, in order to counter a strong emphasis in education on observable behaviour, I make a case for the importance of interiority. Secondly, I suggest that we should not see education as a field in which we can apply humanistic values, but that we should rather raise the question what the fact that we are beings who teach and can be taught reveals about our humanity and human-ness.
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Keywords: democracy; flipped curriculum; formation of the person; interiority; subjectifying education; theory of action; ‘pedagogiek’

Document Type: Research Article

Publication date: December 1, 2018

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  • Het tijdschrift Pedagogiek stelt zich ten doel de wetenschappelijke discussie over opvoeding, onderwijs en vorming binnen het Nederlands taalgebied (Nederland en Vlaanderen) te stimuleren en te ondersteunen. Pedagogiek beoogt naast een bijdrage aan het wetenschappelijke debat ook de maatschappelijke discussie op de terreinen van opvoeding, onderwijs en vorming te bevorderen. Bijdragen zullen dan ook uitdrukkelijk worden beoordeeld op zowel hun wetenschappelijke als maatschappelijke relevantie. Pedagogiek biedt: (1) wetenschappelijke verslagen van empirisch, theoretisch en historisch onderzoek op het gebied van opvoeding, onderwijs en vorming, alsmede review studies op onderhavige terreinen; (2) opiniërende bijdragen van wetenschappelijk niveau (Forumbijdragen); (3) boekbesprekingen.

    The journal Pedagogiek (Pedagogy) aims to stimulate and support the scholarly discourse on child rearing, education and training within the Dutch language area (The Netherlands and the Flemish region). Pedagogiek strives to contribute to the scholarly debate, but also desires to boost the public debate on the subject of child rearing, education and training. Therefore, contributions will be judged explicitly on both their scholarly merit and their social relevance. Pedagogiek offers: (1) scholarly articles reporting on empirical, theoretical and historical research in the field of child rearing, education and training, and review studies in the same field; (2) opinion pieces on a scholarly level (panel discussions); (3) book reviews.

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