Joint attention, the pedagogical relation and pedagogical tact in the age of digital education
Permanent lenke
https://hdl.handle.net/10037/35511Dato
2024-08-04Type
Journal articleTidsskriftartikkel
Peer reviewed
Sammendrag
This article aims to articulate the richness of the pedagogical
relation and pedagogical tact in an age of the near ubiqui tous presence of digital education. Drawing on Citton, we
argue that there is an ecology of attentional influence that is
pedagogically decisive. Our argument proceeds as follows:
first, we introduce Citton’s theoretical frame; second, we
examine the general conception of education that is estab lished and articulated through the pedagogical relations
between educator, student and world; third, we consider
the concept of pedagogical tact and analyse how Citton’s
framing of attention gives shape to understanding pedago gical tact; last, we connect attention to education, arguing
that education concerns drawing attention to aspects of the
world through pedagogically tactful action. We conclude by
calling for greater reflection on aspects of education which
are difficult to render digitally, and which rely on the speculative and interpretive capacities of the educator.
Forlag
Taylor & FrancisSitering
Lewin, Waterman-Evans. Joint attention, the pedagogical relation and pedagogical tact in the age of digital education. Ethics and Education. 2024Metadata
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Copyright 2024 The Author(s)