Joint attention, the pedagogical relation and pedagogical tact in the age of digital education

Abstract

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.