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Open Access Het belang van pedagogische tact voor het (h)erkennen van verwondering bij leerlingen

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The importance of ‘pedagogical tact’ in relation to experiencing wonder in the classroom.

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.

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Keywords: pedagogical tact; teachers; vulnerability; wonder; wonder-full education

Document Type: Research Article

Publication date: July 1, 2020

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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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