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The Pedagogy of "As If"
Malmö University, Faculty of Education and Society (LS), Department of Childhood, Education and Society (BUS).ORCID iD: 0000-0003-1669-7132
2024 (English)In: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 74, no 2Article in journal (Refereed) Published
Abstract [en]

In this paper Johan Dahlbeck sets out to propose a pedagogy of “as if,” seeking to address the educational paradox of how students can be influenced to approximate a life guided by reason without assuming that they are already sufficiently rational to adhere to dictates of practical reason. He does so by outlining a fictionalist account, drawing primarily on Hans Vaihinger's systematic treatment of heuristic fictions and on Spinoza's ideas about how passive affects can be made to strengthen reason. Dahlbeck suggests that such an account can help us overcome the problem of assuming that reason needs to be enlisted as an instrument in the educational endeavor to live according to the guidance of reason. The reason this is so is that fictions can use passive affects that are prosocial and that thereby strengthen the sense of community necessary for laying a cooperative foundation for successful joint striving. Dahlbeck suggests further that exemplary teachers are crucial to this endeavor insofar as they can offer educational fictions as imaginative and temporary placeholders for the truth, allowing students to act “as if” they were already guided by reason.

Place, publisher, year, edition, pages
Wiley-Blackwell, 2024. Vol. 74, no 2
Keywords [en]
Fictions, ‘as if’, guidance of reason, exemplarism, Spinoza, Hans Vaihinger
National Category
Philosophy Pedagogy
Identifiers
URN: urn:nbn:se:mau:diva-59429DOI: 10.1111/edth.12626OAI: oai:DiVA.org:mau-59429DiVA, id: diva2:1846923
Available from: 2024-03-26 Created: 2024-03-26 Last updated: 2024-03-27Bibliographically approved

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Dahlbeck, Johan

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