The pathic principle of pedagogical language

被引：57

作者：

van Manen, M ^{[1
]}

Li, SY ^{[1
]}

机构：

[1] Univ Alberta, Fac Educ, Edmonton, AB T6G 2G5, Canada

来源：

TEACHING AND TEACHER EDUCATION | 2002年 / 18卷 / 02期

关键词：

pathic knowledge; pedagogical language; epistemology of practice; curriculum approaches; phenomenology; existential anecdotes;

D O I：

10.1016/S0742-051X(01)00065-8

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This paper attempts to show how the pedagogical task of teaching involves cultivating pathic dimensions of the epistemology of teaching practice. Teacher knowledge is pathic to the extent that the act of teaching depends on the teacher's personal presence, relational perceptiveness, tact for knowing what to say and do in contingent situations, thoughtful routines and practices, and other aspects of knowledge that are in part pre-reflective, pre-theoretic, pre-linguistic and, in a sense, non-cognitive. (C) 2002 Elsevier Science Ltd. All rights reserved.

引用

页码：215 / 224

页数：10