Indirect Pedagogy Some Lessons in Existential Education
While existential issues perhaps concern people the most, today’s education is not as preoccupied with such issues. Instead, education is becoming more uniform and streamlined; more and more one-sidedly directed towards what is useful. The purpose of this
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EDUCATIONAL FUTURES RETHINKING THEORY AND PRACTICE Volume 58 Series Editor Michael A. Peters University of Illinois at Urbana-Champaign, USA Editorial Board Michael Apple, University of Wisconsin-Madison, USA Miriam David, Institute of Education, London University, UK Cushla Kapitzke, Queensland University of Technology, Australia Simon Marginson, University of Melbourne, Australia Mark Olssen, University of Surrey, UK Fazal Rizvi, University of Illinois at Urbana-Champaign, USA Linda Tuahwai Smith, University of Waikato, New Zealand Susan Robertson, University of Bristol, UK Scope This series maps the emergent field of educational futures. It will commission books on the futures of education in relation to the question of globalisation and knowledge economy. It seeks authors who can demonstrate their understanding of discourses of the knowledge and learning economies. It aspires to build a consistent approach to educational futures in terms of traditional methods, including scenario planning and foresight, as well as imaginative narratives, and it will examine examples of futures research in education, pedagogical experiments, new utopian thinking, and educational policy futures with a strong accent on actual policies and examples.
Indirect Pedagogy Some Lessons in Existential Education
By Herner Saeverot University of Bergen, Norway
SENSE PUBLISHERS ROTTERDAM / BOSTON / TAIPEI
A C.I.P. record for this book is available from the Library of Congress.
ISBN 978-94-6209-192-4 (paperback) ISBN 978-94-6209-193-1 (hardback) ISBN 978-94-6209-194-8 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
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TABLE OF CONTENTS
Acknowledgements
vii
Prologue: Indirect Pedagogy as a Form of Existential Education
ix
1. The Need for Reconnecting with Existentialism in Education
1
2. Time for Existential Education
9
3. The Pedagogic Art of Seduction
21
4. Educative Deceit
33
5. Ironic Teaching
49
6. Indirect Teacher Praise
61
7. Existential Education and the Question of ‘God’
77
Epilogue: Existential Repetition
91
References
95
Notes
101
v
ACKNOWLEDGEMENTS
Earlier versions of the seven chapters of this book have appeared previously in journals. I am grateful to the editors of those journals for allowing me to publish these revised, in places rewritten and considerably expanded, versions. I am greatly indebted to Lars Løvlie and Gert Biesta—two great educationalists—for their support and encouragement over the years. Finally, I would like to thank Michael
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