ERIC Number: EJ1057647
Record Type: Journal
Publication Date: 2015-May
Abstractor: As Provided
Reference Count: 54
Reflexions on Buber's "Living-Centre": Conceiving of the Teacher as "The Builder" and Teaching as a "Situational Revelation"
Studies in Philosophy and Education, v34 n3 p245-262 May 2015
There has been a shift from teaching to learning, the so-called process of "learnification", which promotes the idea that teaching should be primarily concerned with the creation of rich learning environments and scaffolding student learning. In doing so, this process of "learnification" has also attacked the idea that teachers have something to teach and that students have something to learn from their teachers. The influence of constructivism, and thinkers like Piaget, Vygotsky, and Bruner in this paradigm shift is quite evident; however, this gives rise to a tension in what a teacher is and what teaching entails, because the teacher, by definition, is someone who has something to teach students, and not merely a facilitator of the learning process. Moreover, because of constructivism and "learnification", current educational practices and policies seem to pay little attention to the importance of "relations" and "the encounter with the Other", which become merely desirable "by-products". In this article I criticise constructivism and "learnification" by proposing that the teacher is a community "builder" and teaching a "situational revelation", while also emphasising the importance of "relations" in the educational process. The starting point for my discussion is a much neglected passage of "I and Thou" where Martin Buber discusses the importance of the "living centre" ["lebendigen Mitte"] for "true community" ["Die wahre Gemeinde"] formation.
Descriptors: Teaching (Occupation), Learning, Educational Philosophy, Educational Environment, Scaffolding (Teaching Technique), Constructivism (Learning), Teacher Role
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Publication Type: Journal Articles; Reports - Evaluative
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