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ERIC Number: EJ1172831
Record Type: Journal
Publication Date: 2017
Pages: 20
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1550-5170
Bewildering Pedagogy
Letiche, Hugo
Journal of Curriculum and Pedagogy, v14 n3 p236-255 2017
In this article, the author offer a response to Nathan Snaza's (2013a, 2013b, 2014a; Sonu & Snaza, 2015) "bewildering" pedagogy as developed in the "Journal of Curriculum and Pedagogy". Pedagogy is about the role of being-with in human development; it does not primarily answer to cognitive or competency development or techniques of learning. Snaza really did write, in this sense passionately, about pedagogy. In his oeuvre, he has made a fundamental effort to define an ontology of pedagogical relatedness. Indeed, education without pedagogy is blind, fretful, and herd-like. But Snaza's pedagogy is based on an us/them dichotomy between humanism and ecological-posthumanism; and that dichotomy the author finds fundamentally unsatisfactory. Thus, he wishes, here, to come to the defense of humanism as the fundament to pedagogy.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A