Lived Relationality as Fulcrum for Pedagogical-Ethical Practice

摘要: What is the core of pedagogical practice? Which qualities are primary to student–teacher relationship? a suitable language for might be significance an everyday presentational act like example glance teacher? The relation as lived relationality experientially sensed, well phenomenologically described and interpreted, precedes educational methods theories profoundly challenges practice reflection. paper highlights aporetic character practice, reflection research by suggesting that opens up ethically existentially normative rather than developmentally socially normative, thus fundamentally shifts meaning education.