Machine generated contents note: Preface 1. The Primacy of Pedagogy The pedagogical call What is pedagogy? 2. Experiencing Pedagogy Vicariously Virtual pedagogy in cinema Virtual pedagogy in fictional literature 3. The source of pedagogy The pedagogical moment Entering the child's world of possibility The practical moment of acting pedagogically How do we know what is best? The goal of pedagogy The autonomous nature of pedagogy 4. The Pedagogy of Reflective Practice The relation between reflection and action Kairos time: the perfect moment, the NOW The novice teacher The experienced teacher Everyday life in classrooms: instant acting Body knowledge 5. Observing with Pedagogical Eyes and Ears Seeing children pedagogically Pedagogical care experienced as devotion and worry Experiencing responsibility in the face of the unique Caring for the face of those who are faceless 6. Pedagogical Tact People-sense and child-sense The immediacy of the moment The pedagogical meaning of discipline Confusing the possible with the desirable Tact is not ruled by rules-yet tact is not "unruly" Pedagogical understanding The pedagogy of teaching To live is to touch and to be touched 7. Pedagogical Con-tact Modes of contact Pedagogical relation The reflexive nature of pedagogy The paradoxical nature of pedagogy Pedagogical atmosphere Presentative and representative contact How do children experience our presence? 8. Pedagogical Regard and Recognition Pedagogical aspects of being-seen and being-known Regions of regard and relations to the self Who am I? The secret self 9. Cyber-Pedagogy The inner self Cyberpedagogy and the need for self-identity Constant contact and digital intimacy 10. Pedagogical Knowing and Acting The embodied and temporal nature of practical knowledge Knowing what to do, when you don't know what to do Hope in an uncertain world Damages 11. Ethical-Pedagogical Perspectives Deontological pedagogy Utilitarian pedagogy Consequentialist pedagogy Contractualist pedagogy Virtue pedagogy Situational pedagogy Relational pedagogy 12. Historical Notes Human science pedagogy Herbart and Dewey Languages of pedagogy Pedagogy without paides The need for a language of pedagogy Appendix References Index About the Author. Includes bibliographical references and index.
Contents:
The primacy of pedagogy -- Experiencing pedagogy vicariously -- The nature of pedagogy -- The pedagogy of reflective practice -- Observing with pedagogical eyes and ears -- Pedagogical tact -- Pedagogical con-tact -- Pedagogical regard and recognition -- The phenomenology of student experience -- Cyber-pedagogy -- Pedagogical knowing and acting -- Appendices: Ethical-pedagogical perspectives ; Historical notes.
Summary:
"Pedagogical Tact describes how teacher-student relations possess an improvisational and ethical character. The daily realities of educators, parents, and childcare specialists are pedagogically conditioned by sensitive insights, active thoughtfulness, and the creative ability to act caringly and appropriately in the immediacy of the moment. Internationally known educator Max van Manen shows through recognizable examples and evocative stories how good teaching is driven by the phenomenology of pedagogy. His book: refocuses educators and others away from an emphasis on instrumental skills and technocratic programs toward the need for pedagogical tact; describes how pedagogical actions have latent effects that will influence children throughout their lives; shows how our actions with young people have pedagogically ethical and moral significance; and gives educators back their original vocational motivation and inspiration"--Provided by publisher.
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