My thesis examines existential questioning as a method towards becoming pedagogical. I argue that a pedagogy of existential questioning, as an experience of a distinctive moment characterized by growing uncertainty, is the complete opposite of what we understand the role of pedagogy in the culture of learning to be. As a result, existential questioning is uncomfortable and often unbearable. I argue through Heideggerean and Sartrean questioning, that it is precisely this feeling of discomfort that signals the beginning of becoming pedagogical. I then proceed to articulate the process of existential questioning as hopeful, developing my concept of “hopeful despair” and “desperate hope” to argue for the ambiguous and pedagogical nature of hope. I proceed to look at ways in which existential questioning can be “played” in higher education, and the ways in which the uncomfortable work of becoming pedagogical can in fact be full of wonder, gratification and utter delight.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/35105 |
| Date | 18 March 2013 |
| Creators | Zaliwska, Zofia |
| Contributors | Boler, Megan |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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