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- Title
UNA MIRADA A LA FORMACIÓN DOCENTE DESDE 'LA EXPERIENCIA': UNA APUESTA POR EL NO-FUTURO DE LA EDUCACIÓN.
- Authors
Keck, Charles Stephen; Saldívar Moreno, Antonio
- Abstract
This article seeks to generate a reading of the pertinence and coherence of a specific teacher development process. This reading is undertaken through the lens of the theoretical essay: "Thinking about education from the ground of experience", whose authors are three contemporary thinkers: Bárcena, Larrosa y Mèlich, named here as the 'experiencialists'. The characteristics or praxis of 'experience' identified by the experiencialists--journeying, conversation, and tact--are used to analyse the curriculum content of a teacher development that focuses on catalysing transformation in the psico-emocional realm, and with regards to teachers' daily relations, particularly with students. A reading of this psicoemocional curriculum in the light of experiencialist praxis reveals an important convergence between the theoretical proposal and the concrete experience of this teacher development process. A convergence in the aims of both proposals finds an echo in some of the participating teachers' testimony, whose inclusión serves to add a third dimension of reflection. We conclude by focusing on the political commitments that underlie the two proposals, including: a transformation of the subject of education; a raising of awareness (situatedness); and an embrace of idiosyncracy and complexity. Extrapolating from Foucaultian thinking, it is proposeed that both the concrete practices of this teacher development process and the theoretical position of the experientialists represent a "politics of ourselves" that sustains itself in a commitment to the here and now. This same commitment is based on the possibility of "renouncing" those promises of a future that requires the individual and systemic postponement of our need for satisfaction and meaning in the present. We argue that to attend to the here and now, and demand of it the vital dimension of experience, would require us to conceive of education in a radically different way to the discourses of deferred utility that currently dominate schooling.
- Subjects
TEACHER training; TEACHER development; CAREER development; EDUCATION ethics; TEACHER education
- Publication
Sinéctica, 2016, Issue 47, p1
- ISSN
1665-109X
- Publication type
Article