Abstract
This chapter moves from the ‘curriculum’ as a horizontal time axis phenomenon, to pedagogy as a practice of moments in time. Following the matrix of mind we define the concept of meta-pedagogy: the curricular deliberation that undergirds all moments of teaching: where we ask students to attend to- in here (to thoughts/sensation/emotions) or out there (to the world)? ‘For the moment what we attend to is reality’, and broadly contemporary meta-pedagogy defines our students’ reality by orienting them to attend toout there (or to think in here about out there). Applying the matrix of mind, we unravel how ‘society’s’ BIG mind expels our embodied experience from the curriculum based on moment-by-moment pedagogical practice. The meta-pedagogy of ‘education’ thus creates the null curriculum of I-me, which ‘educates’ us to believe that meaning exist only out there and then and not in here now.
What is the mechanism that traps ‘education’ and makes it a self-justifying system?
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Notes
- 1.
This will include the domain of ‘didactics’ that can be seen as a more technical aspect within pedagogy.
- 2.
Hargreaves’s (2003) research on the nullifying of emotions from the classroom is but one compelling example.
References
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Dewey, J. (1997a). Democracy and education: An introduction to the philosophy of education. New York: Free Press.
Eisner, E. (1996). Cognition and curriculum reconsidered. London: Paul Chaoman Publishing Ltd.
Hargreaves, A. (2003). Teaching in the knowledge society: Education in the age of insecurity. New York: Teachers College Press.
Palmer, P. (1983). To know as we are known: A spirituality of education. San Francisco, CA: Harper & Row.
Peters, R. (1967). The concept of education. London: Routledge & Kegan Paul.
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Ergas, O. (2017). Pedagogy and Meta-pedagogy. In: Reconstructing 'Education' through Mindful Attention. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-58782-4_5
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DOI: https://doi.org/10.1057/978-1-137-58782-4_5
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