Pedagogy Lab: Philosophy of the Teacher. Power of the Teacher & the Teacher-student Relationship

Sessions without a date

• 1The Image of an Education – The Ideas and Ideals of Behind an Educational SystemWeek 11 material
  • The RepublicPlato, 1992. Translated by A. D. Lindsay. London: Everyman's Library. Passages: (pp. 197-202: Book VII, § 514-521) for class discussion. General Background/Additional Reading: (pp. 44-61: Book II, § 368-383); (pp. 92-102: Book III, § 412-423); (pp. 156-157U167-169U174: Book V-VI, § 472-473&485-487&492).
• 2The Dialectic Path of Education – Negation (or Aufheben?) and the Dialectic Experience in EducationWeek 21 material
  • Phenomenology of SpiritHegel, G. W. F., 1977. Translated by A. V. Miller. Oxford: Oxford University Press. (Introduction, pp. 46-57)
• 3Negative Education – The Teacher as a Vacuum PumpWeek 32 materials
  • The Concept of IronyKierkegaard, S., 1992. Translated by H. Hong & E. H. Hong. Princeton: Princeton University Press. (pp. 34-36 & 175-178)
  • TheaetetusAdditional Reading. Plato, 1997. Translated by M. J. Levett. & M. Burnyeat(rev.): J. M. Cooper, ed. Plato - Complete Works. Indianapolis: Hackett Publishing Company, pp. 157-234. Passages: pp. 165-181: § 148c-163d
• 4Narration Sickness in Education – The Banking System of Education and the Student as the Receptable ContainerWeek 42 materials
  • Pedagogy of the OppressedFreire, P., 2005. Translated by M. B. Ramos. New York: The Continuum International Publishing Group. (Chapter 2, pp. 52-67)
  • ‘The Progressive Teacher’Additional Reading. Figueiredo-Cowen, M (ed.) (1995) in Paulo Freire at the Institute, London, University of London. (chapter 2)
• 5Mediation in Education – On the ‘Judicious’ (Authoritative) and ‘Uncoercive’ Educator, and the Interplay of Authority in EducationWeek 52 materials
  • ParadisoRose, G., 1999. London: The Menard Press. (Dr Grove or Goodness, pp. 42-47)
  • Love's WorkRose, G., 1995. New York: Schocken Books. (Chapter 8*, pp. 120-144)
• 6What is Learning and the Teacher’s Paradox – Concerning the Paradox of Teaching and Learning and the Reflective PractitionerWeek 61 material
  • Educating the Reflective PractitionerSchön, D., 1987. San Francisco: Jossey-Bass Publishers. (pp.82-95).
• 7Pedagogical Theories (part I) – Feminist Pedagogy and Reflections on Power and Authority in the Teacher-student RelationWeek 71 material
  • Feminist Pedagogy Theory: Reflections on Power and AuthorityLuke, 1996. In Educational Theory 46.3: 283–302.
• 8Pedagogical Theories (part II) – Plantation Pedagogy and the Postcolonial ClassroomWeek 81 material
  • Plantation Pedagogy, A postcolonial and Global PerspectiveBristol, L., 2012 New York: Peter Lang Publishing, Inc. (pp, 1-20).
• 9Pedagogical Theories (part III) – Critical Pedagogy and Education as a Practice of FreedomWeek 91 material
  • Teaching to transgress: education as the practice of freedomhooks, B., 1994. London, Routledge.
• 10Pedagogical Reflections – The Reflective and Comprehensive TeacherWeek 101 material
  • From Reflective Practitioner to Comprehensive TeacherTubbs, N., 2000. Educational Action Research, 8:1, 167-178.
• 11PresentationStudent Guided SessionsWeek 11

  Groups will be set up, aligned with the various pedagogical approaches and methods discussed in the earlier sessions. Students will form and join said groups depending on which pedagogical ‘system’ they aspire to and want to draw from for their own pedagogical method. Also, in groups, they are to prepare a poster, explaining what their pedagogical ‘system’ is inspired by and draws from, and how it is supposed to function.

  In class

  • PresentationThe last couple of sessions will be designed and run by the students themselves – they will be run in accordance to and exemplifying the pedagogical approach of their liking, based on the methods discussed in earlier sessions.