O'Donnell, Aislinn (2013) Unpredictability, Transformation, and the Pedagogical Encounter: Reflections on What is Effective in Education. Educational Theory, 63 (3). pp. 262-282. ISSN 0013-2004

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Abstract

In this article, Aislinn O’Donnell offers a set of reflections on the relation between therapy and education. In the first section, she examines criticisms of therapeutic education, mobilizing the example of prison education to highlight the difficulties that arise from imposing prescriptive modes of subjectification and socialization in pedagogy. In the second section, she addresses the relation between therapy and education by focusing on just one element of the experience of education: those moments at which a subject has the potential of becoming significant in the life of a student. An important dimension of the educator’s authority involves noticing such moments, fostering the conditions that make them more likely, and engaging in the creative process and practice of deciding how best pedagogically to respond to these moments. In the third section, O’Donnell develops this idea by detailing a philosophical approach and practice that understands ‘‘effectiveness’’ in education as bound to practice, creative responsiveness, and the judgment of the educator in concrete, singular pedagogical situations, rather than construed in terms of generic models of ‘‘best practice.’’

Item Type:	Article
Keywords:	Unpredictability; Transformation; Pedagogical Encounter; Reflections; Effective; Education;
Academic Unit:	Faculty of Social Sciences > Education
Item ID:	8609
Identification Number:	https://doi.org/10.1111/edth.12023
Depositing User:	Prof Aislinn O'Donnell
Date Deposited:	15 Aug 2017 15:32
Journal or Publication Title:	Educational Theory
Publisher:	Wiley
Refereed:	Yes
URI:	Publisher
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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