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Relational pedagogy. Embodiment, improvisation, and interdependence.

Vangie Bergum1

  • 1John Dossetor Health Ethic Centre & Faculty of Nursing, 5-16 University Extension Centre, University of Alberta, Edmonton, Canada. vangie.bergum@ualberta.ca

Nursing Philosophy : an International Journal for Healthcare Professionals
|September 23, 2003
PubMed
Summary

This study explores relational pedagogy, emphasizing embodiment, improvisation, and interdependence in teaching and learning. It highlights how knowledge is co-constructed in the space between individuals, resonating bodily and continuously evolving.

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Area of Science:

  • Philosophy of Education
  • Pedagogical Theory
  • Relational Studies

Background:

  • Gadow's philosophical themes provide a foundation for understanding the pedagogical relation.
  • Existing pedagogical models often overlook the nuanced dynamics of embodied and interdependent learning.
  • The concept of the 'pedagogical relation' is central to constructing new knowledge.

Purpose of the Study:

  • To develop Gadow's philosophical themes within the context of the pedagogical relation.
  • To explore relational pedagogy through the concepts of embodiment, improvisation, and interdependence.
  • To examine the lived space between educators and learners, and healthcare providers and patients, for knowledge construction.

Main Methods:

  • Philosophical inquiry and conceptual analysis of Gadow's work.

Related Experiment Videos

  • Exploration of relational pedagogy through key themes: embodiment, improvisation, and interdependence.
  • Analysis of the teacher-student and nurse-patient relationships as sites of knowledge construction.

    • Main Results:

    • Relational pedagogy is characterized by embodiment (being the teaching), improvisation (doing the teaching), and interdependence (locating teaching in a reciprocal world).
    • The pedagogical relation is defined as the lived space where new knowledge is actively constructed between individuals.
    • Knowledge generated within the pedagogical relation is described as 'resounding bodily' and perpetually under construction.

    Conclusions:

    • The pedagogical relation is a dynamic and embodied process crucial for knowledge construction.
    • Embodiment, improvisation, and interdependence are key elements of effective relational pedagogy.
    • Understanding the pedagogical relation offers insights into transformative learning experiences in diverse contexts.