The course aims for the student to develop knowledge of different theories of pedagogical relations, and how to relate these to concepts such as generation, education, care, emotion, authority, and power. In addition, the course encourages students to explore literature, films and art and look at how pedagogical relations are portrayed therein.

The course begins with an overview of influential theories of pedagogical relations, placing focus on reading and interpreting both historical and contemporary texts. These theories include perspectives of feminism, intersubjectivity/communication and phenomenology. The course addresses ideas about pedagogical relations in relation to ideas about formation, care, emotion and power. Furthermore, pedagogical relations will be discussed in connection with questions about generation and the tension between governance and freedom.

Upon completion of the course, the student should be able to

The course is based on regular lectures, seminars, workshops and group discussions. There will be opportunities for feedback between the students throughout the course.

The course is assessed by a written paper and oral presentation, which combined examine learning outcomes 1 and 2.

The course coordinator will provide information about grading criteria at the start of the course.

It must be possible to distinguish between individual performances for all assessments.

Bergdahl, Lovisa & Langmann, Elisabet (2018). Pedagogical postures: a feminist search for a geometry of the educational relation. Ethics and Education, 13:3, pp. 309-328 (20 p.)

Biesta, Gert .J.J. (1994). Education as practical intersubjectivity: Towards a critical pragmatic understanding of education. Educational Theory, 44(3), pp. 299-317 (18 p.)

Dearden, Robert Frederick (2010/1972). Autonomy and education. In: Dearden, Robert Frederick, Hirst, Paul Heywood & Peters, R. S. (eds.), Education and the Development of Reason. London: Routledge & Kegan Paul (pp. 448–465) (17 p.)

Hand, Michael (2006). Against autonomy as an educational aim. Oxford Review of Education, 32(4), pp. 535–550 (15 p.)

Hunt for the Wilderpeople (2016) [video]. The Orchard

Jasinski, Igor & Lewis, Tyson E. (2016) ‘Trust Me, I Do Not Know What I Am Talking About!’ The Voice of the Teacher Beyond the Oath and Blasphemy’. Educational Philosophy and Theory, 49:1, pp. 47-57 (10 p.)

Kafka, Franz (2015).Letter to the Father/Brief an den Vater: Bilingual Edition. Berlin: Schocken (144 p.)

Kohan, Walter (2015). Childhood, education and philosophy: New ideas for an old relationship. New York: Routledge (148 p.)

Leave no Trace (2018) [video] Bleecker Street.

Morgan, Jeffrey (1996). A defence of autonomy as an educational ideal. Journal of Philosophy of Education, 30(2), pp. 239–252 (13 p.)

Mud (2012) [video]. Lionsgate

Rancière, Jacques (1991). The ignorant schoolmaster. Five lessons in intellectual emancipation. Stanford, CA: Stanford University Press (176 p.)

Stone, Carolyn M. (1990). Autonomy, emotions and desire: some problems concerning R. F. Dearden’s account of autonomy. Journal of Philosophy of Education, 24(2), pp. 271–283 (12p.)

Sæverot, Herner (2011). Kierkegaard, Seduction, and Existential Education. Studies in Philosophy and Education, 30, pp. 557–572 (15 p.)

Todd, Sharon (2003). Learning from the Other. Albany, NY: SUNY Press (188 p.)

Twain, Mark (2012). The Mysterious Stranger. London: Penguin Classics (114 p.)

Students who participate in or complete a course must be given the opportunity to share their experiences and provide feedback on the course via a course evaluation issued by the University. The University will compile the course evaluations and provide information regarding the results and any measures taken as a result of the course evaluation. Results will be made available to the students. (Higher Education Ordinance 1:14).