The ethical-pedagogical responsibility of the teachers: A new vision from Max van Manen

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    Abstract

    The first point consists of being aware that the education of the teachers-concretely those of secondary education-needs to assure-besides the theoretical and technical dimensions of the task of teaching-the «ethical-pedagogical» dimensions in a deep sense. From there, this study has an aim: to shed light on a good part of what Van Manen has been discovering through his numerous reflections and researchs on the theory and practice of the «ethical-pedagogical responsibility»; a disposition that is in the heart of every real teacher-educator, after to have received a global education. In this line, the interest of this study consists in the deep understanding that Van Manen has obtained on this essential attitude, a disposition present in all authentic relation between an educator and a child. In this sense, in this study one stands out that, according to Van Manen, in the practice, the most essential of all good educator is his/her intense experience of «ethical-pedagogical responsibility». A contribution-also new-of this article consists of illustrating all the previous one with an «real example commented» selected of a phenomenological-hermeneutical research conducted by the author of this study, in order to make as visible as possible how the teachers who have a very great pedagogical responsibility are able to put in practice-with naturalness-that essential disposition, subject of this study, so that the reader-educator feels highly the attraction to emulate in his/her own educational practice this pedagogical responsibility.
    Original languageEnglish
    Pages (from-to)381-396
    JournalRevista Espanola de Pedagogia
    Volume73
    Issue number261
    Publication statusPublished - 1 May 2015

    Keywords

    • Hermeneutical-phenomenological research
    • Lived experience
    • Max van Manen
    • Pedagogical responsibility

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