Poetic thinking and teaching

IF 1.7 3区教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Discourse-Studies in the Cultural Politics of Education Pub Date : 2022-02-17 DOI:10.1080/01596306.2022.2026014

Simone Galea

引用次数: 0

Abstract

ABSTRACT This paper discusses the relation between the poetic and teaching. Drawing on Heidegger’s question of Being and his turn to poetry as the site through which Being is brought forth through an interplay between revealing and concealing, I address the intricacies of poetic thinking in teaching. I argue that thinking ‘about’ teaching needs to go beyond the calculative frames of reflection, prevalent in practices of teaching today. I refer to three poems to explain the deeper modes of thinking that emerge from poetry and how these can inform teaching in a manner that releases students’ openness to learn and teachers’ meditation on what confers their being in teaching. I conceive teachers’ work as poesis, pointing to their responsibility to attend to the call of thinking as beings who ‘occasion’ relations with/in the world in the advents of being and becoming.

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诗歌思维与教学

本文论述了诗歌与教学的关系。借助海德格尔的存在问题，以及他将诗歌作为通过揭示和隐藏之间的相互作用而产生存在的场所，我探讨了教学中诗歌思维的复杂性。我认为，思考“关于”教学需要超越反思的计算框架，这在当今的教学实践中很普遍。我引用三首诗来解释诗歌中出现的更深层次的思维模式，以及这些思维模式如何以释放学生学习的开放性和教师对教学中赋予他们的东西的思考的方式为教学提供信息。我将教师的工作视为诗歌，指出他们有责任作为在存在和成为的冒险中“把握”与世界/在世界中的关系的存在来关注思考的召唤。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Discourse-Studies in the Cultural Politics of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.60

自引率

5.90%

发文量

期刊介绍： Discourse is an international, fully peer-reviewed journal publishing contemporary research and theorising in the cultural politics of education. The journal publishes academic articles from throughout the world which contribute to contemporary debates on the new social, cultural and political configurations that now mark education as a highly contested but important cultural site. Discourse adopts a broadly critical orientation, but is not tied to any particular ideological, disciplinary or methodological position. It encourages interdisciplinary approaches to the analysis of educational theory, policy and practice. It welcomes papers which explore speculative ideas in education, are written in innovative ways, or are presented in experimental ways.