Language and Silence as Ways of Participating in Educational Practices with a View to Subjectification
From an existential perspective, the educational task consists in awakening the desire in students to exist in the world in a grown-up way, that is: as a subject. Subjectification therefore is at the core of the educational task. In order to enhance subjectification, teachers have to provide student...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
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| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Peeters
2021
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| In: |
Studies in spirituality
Year: 2021, Volume: 31, Pages: 211-227 |
| RelBib Classification: | VA Philosophy ZF Education |
| Online Access: |
Volltext (lizenzpflichtig) |
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| 520 | |a From an existential perspective, the educational task consists in awakening the desire in students to exist in the world in a grown-up way, that is: as a subject. Subjectification therefore is at the core of the educational task. In order to enhance subjectification, teachers have to provide students opportunities to be responsive to and responsible for the other. The contribution of this article to the theory formation on the educational issue of subjectification consists in the exploration of the pedagogical value of silence with a view to an operative model of educational practices. Silence is a phenomenon in itself with a rich potential to enhance educative practices of responsiveness and responsibility. From a participatory perspective, teachers and students are invited to participate in such practices in which silence is present as well language is used. Based on characteristics of mystical practices of silence, a teacher-student conversation is analysed in order to find an operative model of educational practices with a view to subjectification. | ||
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