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ERIC Number: EJ928604
Record Type: Journal
Publication Date: 2011-Feb
Pages: 16
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-0309-8249
Narrative Reflection in the Philosophy of Teaching: Genealogies and Portraits
McEwan, Hunter
Journal of Philosophy of Education, v45 n1 p125-140 Feb 2011
How has philosophical reflection contributed to the ways that we think about teaching? In this paper I explore two forms of narrative reflection on teaching--genealogies and portraits. Genealogies tell a story about the origins of teaching; portraits find expression in myths and other narrative forms. I explore two genealogies of teaching--one deriving from the sophist, Protagoras, in which teaching is viewed as a technical skill employing methods of instruction; the other, deriving from Plato, in which teaching is seen fundamentally in terms of a special relationship between teacher and pupil. The Platonic account of the origins of teaching that finds expression in the myth, recounted in the dialogue Phaedrus, gives rise to a tradition of pedagogic portraiture that views the teacher/pupil relationship as foundational and presents the teacher as a wounded healer. This paper explores the grounds of this image and suggests that a tradition of portraiture in which the teacher is represented as a wounded healer can be traced back from Plato to the myth of Chiron and forward to St Augustine, Rousseau, and Nietzsche. (Contains 13 notes.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A