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Co-existence and co-operation: the two-dimensional conception of education
Malmö högskola, School of Teacher Education (LUT), Culture-Languages-Media (KSM).
2011 (English)In: Education, ISSN 2162-9463, E-ISSN 2162-8467, Vol. 1, no 1, p. 6-11Article in journal (Refereed)
Abstract [en]

The expanding global discourse on education is built on the concept of individualism. One emerging direction in educational theory that challenges this discourse is relational pedagogy. This article aims to discuss some characteristic aspects of relational pedagogy, and thereby proposing a theoretical course in the field. By comparing Kenneth Gergen’s and Martin Buber’s relational conceptions, the article argues that relational pedagogy could/should be characterized by a distinction between two fundamental types of relationships, tentatively labeled co-existence and co-operation. This distinction is proposed to be significant for relational pedagogy to become a trustworthy alternative not only to the individualistic- but also to the collectivist conception of education.

Place, publisher, year, edition, pages
Scientific & Academic Publishing , 2011. Vol. 1, no 1, p. 6-11
Keywords [en]
relational pedagogy, Buber, co-existence, co-operation, Gergen
National Category
Social Sciences
Identifiers
URN: urn:nbn:se:mau:diva-3117Local ID: 12994OAI: oai:DiVA.org:mau-3117DiVA, id: diva2:1399918
Available from: 2020-02-28 Created: 2020-02-28 Last updated: 2022-06-27Bibliographically approved

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Aspelin, Jonas

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CiteExportLink to record
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Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
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  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
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Output format
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