Pedagogy, demagogy, and subjectness: Encounter and responsibility

Abstract

The article delves into the nuanced relationship between pedagogy and demagogy, analyzing how they shape the educational experience. It highlights that when pedagogy loses its existential focus, it risks turning into demagogy, prioritizing control over education's transformative potential. The author argues for a pedagogy that values subjectivity, intuition, and the inherent uncertainty of educational encounters. Using poetic language, the author portrays teachers as oscillating between the roles of artists and entertainers, when addressing the responsibility consequent of the subjective encounter. The piece suggests that educational encounters should be approached with the same wonder as one feels when encountering the sea and other elemental beings, recognizing the interplay between the vastness of existence and human life's limitations. The astonishment consequent of these encounters engages both students and teachers in a shared journey of self-discovery, uncovering new facets of their identities through their interactions. Through autobiographical narrative and philosophical discourse, the work emphasizes the need for educators to engage deeply with the subjective dimensions of teaching, fostering spaces where both teachers and students can explore their identities and responsibilities in relation to each other and the world.

Keywords

References

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