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ERIC Number: ED385522
Record Type: Non-Journal
Publication Date: 1995-Apr
Pages: 19
Abstractor: N/A
Reference Count: N/A
From Manipulation to Communication: Communicative Pedagogy and the Postmodern Crisis of the Subject.
Biesta, Gert J. J.
This paper explores the implications of the postmodern deconstruction of the subject for the understanding of pedagogical (inter)action, most notably with respect to the issue of manipulation versus communication. The philosophical basis of the paper is the work of Michel Foucault, which is discussed in detail. Manipulative pedagogy and communicative pedagogy are contrasted. One of the main outcomes of the elusive cultural, theoretical, and political shift known as 'postmodernism' has been the deconstruction of the modern understanding of the human subject as an autonomous, pre-social, trans-historical source of truth, rationality, and identity. Traditionally, education has been understood as the process by which the child becomes equipped to take part in the domain of intersubjectivity; education has been seen as (manipulative) initiation into intersubjectivity. This interpretation suggests that education is a means towards an end that lies outside of education. However, there is strong empirical evidence to suggest that the child plays an active role in the constitution of its own subjectivity. A postmodern articulation of the pedagogical is not interested in what the subject is, but in who the subject is. Such an articulation of pedagogical has to make the step from manipulation to communication, but it has to acknowledge that communication is always that which is at stake. (Contains 37 references.) (ND)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A