Mia Hesselberg-Thomsen
PhD Student working on the project "To Play a Professional Role in other people´s lives". An empirical phenomenology" study of the significant signs of the embodied and embedded teacher/pupil relationship from a pupils retrospective perspective.
Supervisors: Professor MSO Morten Nissen and Associate Professor Henrik Vase Frandsen
Supervisors: Professor MSO Morten Nissen and Associate Professor Henrik Vase Frandsen
less
Uploads
Papers
The objectives of this study are 1) to create a scientific study that matters for children, 2) to suggest an understanding of a hermeneutic approach to preparations and progress of understanding the matter of the teacher role based on a student perspective, and 3) to give school leaders and politicians a deeper knowledge and insight in the pedagogical practice, as background for setting up the premises for best practices in the field of childhood.
Based on the results, the purpose of this study is to increase knowledge on how to understand the meaning of the transcendence in the teacher’s mimetic practice for a student. The goal of the analysis is to identify and substantiate the best practice in helping students in emerging from one stage of experience and acknowledgement to another, according to the philosophical preunderstanding that teaching is the pedagogical art.
This study is philosophical-pedagogical based on the phenomenological-hermeneutic theory of science. The analysis is done by conducting an empirical qualitative study based on semi-structured narrative in-depth interviews, and interactive workshops with tree adult respondents. The subject field is the respondent’s retrospective memories of role model teachers from their time in primary school.
The study is based on the French philosopher P. Ricœur’s theory of Mimetic and Intentionality, the Dutch pedagogical reacher M. V. Manen’s Human Science theory for an Action Sensitive Pedagogy of Researching, the Danish philosopher K. E. Løgstrup´s theory of The Ethical Demand, Freewill and Interdependence. The hermeneutic theory of science is based on the German philosopher H.-G. Gadamer’s interpretation theory and the phenomenological theory of science is based on the French philosopher M. Merleau-Ponty´s theory of embodiment and perception.
The analyze are divided into four categories of meaning and matters for the student: 1) To make manoeuvre space, 2) to start movements, 3) trust to grow off and 4) one that is really strong, must be very nice.
From this analysis emerges seven essences, identifying the most significant aspects of the teacher’s mimetic practice: 1) Teachers are various, clear and genuine persons, 2) teachers know a lot about their subject and life in general, and are generous with this, and 3) teachers like to be the focal point who assigns the direction and creates manoeuvre space for the student to Understand practice, gain insight the meaning, and obtain professional skills and personal abilities to navigate in life. 4) The teacher trusts the student and shows it. This enhances the child’s self-confidence. 5) The teacher creates trust by making space for diversity and community, 6) the teacher wants to show awareness of what matters and 7) school is for children.
From these essences the analysis finally comes out with the existential conclusion, that teaching is to matter intentionally. The teacher’s role is described as a person who is clear, has clear values, as Van Manen points out ”To be able to do something, you have to be something!” (Manen, 1990, p. 147).
The objectives of this study are 1) to create a scientific study that matters for children, 2) to suggest an understanding of a hermeneutic approach to preparations and progress of understanding the matter of the teacher role based on a student perspective, and 3) to give school leaders and politicians a deeper knowledge and insight in the pedagogical practice, as background for setting up the premises for best practices in the field of childhood.
Based on the results, the purpose of this study is to increase knowledge on how to understand the meaning of the transcendence in the teacher’s mimetic practice for a student. The goal of the analysis is to identify and substantiate the best practice in helping students in emerging from one stage of experience and acknowledgement to another, according to the philosophical preunderstanding that teaching is the pedagogical art.
This study is philosophical-pedagogical based on the phenomenological-hermeneutic theory of science. The analysis is done by conducting an empirical qualitative study based on semi-structured narrative in-depth interviews, and interactive workshops with tree adult respondents. The subject field is the respondent’s retrospective memories of role model teachers from their time in primary school.
The study is based on the French philosopher P. Ricœur’s theory of Mimetic and Intentionality, the Dutch pedagogical reacher M. V. Manen’s Human Science theory for an Action Sensitive Pedagogy of Researching, the Danish philosopher K. E. Løgstrup´s theory of The Ethical Demand, Freewill and Interdependence. The hermeneutic theory of science is based on the German philosopher H.-G. Gadamer’s interpretation theory and the phenomenological theory of science is based on the French philosopher M. Merleau-Ponty´s theory of embodiment and perception.
The analyze are divided into four categories of meaning and matters for the student: 1) To make manoeuvre space, 2) to start movements, 3) trust to grow off and 4) one that is really strong, must be very nice.
From this analysis emerges seven essences, identifying the most significant aspects of the teacher’s mimetic practice: 1) Teachers are various, clear and genuine persons, 2) teachers know a lot about their subject and life in general, and are generous with this, and 3) teachers like to be the focal point who assigns the direction and creates manoeuvre space for the student to Understand practice, gain insight the meaning, and obtain professional skills and personal abilities to navigate in life. 4) The teacher trusts the student and shows it. This enhances the child’s self-confidence. 5) The teacher creates trust by making space for diversity and community, 6) the teacher wants to show awareness of what matters and 7) school is for children.
From these essences the analysis finally comes out with the existential conclusion, that teaching is to matter intentionally. The teacher’s role is described as a person who is clear, has clear values, as Van Manen points out ”To be able to do something, you have to be something!” (Manen, 1990, p. 147).