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Towards a transindividualist understanding of the pedagogical relation

This thesis consists of an analysis of the canonical notion of the pedagogical relation, as introduced by Hermann Nohl in the 1930’s following the tradition of pedagogy and education in Germany. This notion, which has both been central in current debates on educational theory, for example in the work of Norm Friesen and Tone Sævi, has certain implications and political consequences. With an aim to expanding the notion and exploring its shortcomings, I identify certain central pillars, and focus on two of them, namely autonomy and the unified subject. The essay explores these and proposes other theoretical readings in order to contrast and broaden the landscape of thought regarding pedagogy and relations, and thereby the notion of the pedagogical relation. To this end, I first discuss the notions of relational autonomy and transindividualism, in order to put in evidence the liberal, often unnamed, roots of the (hegemonic) notion of autonomy and to open up to other ways of conceiving it. Then, I delve into a psychoanalytic reading of Jacques Lacan’s thought on education and his four discourses, through the work of Anna Pagès and Anna Herbert. In so doing, the notion of the unified subject is problematized, exploring the instability of the subject as a departure. This uncertainty, together with the notion of transindividuality, are presented as some possible ways of thinking about pedagogy, opening up to future discussions such as pedagogical relations, the philosophy of the teacher, and educational aims.

Identiferoai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-55280
Date January 2022
CreatorsFernández, Florencia
PublisherMalmö universitet, Institutionen för barndom, utbildning och samhälle (BUS), Malmö University
Source SetsDiVA Archive at Upsalla University
LanguageEnglish
Detected LanguageEnglish
TypeStudent thesis, info:eu-repo/semantics/bachelorThesis, text
Formatapplication/pdf
Rightsinfo:eu-repo/semantics/openAccess

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