학술논문
Metaphors for the Pedagogical Relationship: ‘Kinaesthetic Musicality’ and ‘Pedagogical Tact’
Document Type
Author
Kraus, Anja, 1967
Source
Tacit dimensions of pedagogy Arts and Research in Education. :25-32
Subject
Language
English
Abstract
In the second paper, Anja Kraus takes the concept of ‘kinaesthetic musicality’ to, from a philosophical perspective, develop the idea that musical metaphors can serve as a method to investigate pedagogical relationships. According to her, philosophy is very useful to explain the relationship of pedagogical theory and practice. Throughout her paper, she presents different musical metaphors to reflect about learning, sensitivity, tactfulness, responsivity and the relations between human corporeality, embodiment and learning.
A pedagogue enters a scene that is already orchestrated by the children through their bodily participation in the world. – How to grasp the practices at hand? How can individuals be supported in expanding comfort zones to experience learning? How can the teacher develop a collective learning environment? How can violence be prevented?In this contribution, the concept of ‘kinaesthetic musicality’ (Theorell 2021) will be explicated as a metaphoric explanation for aesthetic learning. From a philosophical perspective it will, more generally, be argued that musical metaphors can serve as a method to investigate the difficult-to-grasp pedagogical relationship.
A pedagogue enters a scene that is already orchestrated by the children through their bodily participation in the world. – How to grasp the practices at hand? How can individuals be supported in expanding comfort zones to experience learning? How can the teacher develop a collective learning environment? How can violence be prevented?In this contribution, the concept of ‘kinaesthetic musicality’ (Theorell 2021) will be explicated as a metaphoric explanation for aesthetic learning. From a philosophical perspective it will, more generally, be argued that musical metaphors can serve as a method to investigate the difficult-to-grasp pedagogical relationship.