Preface
Acknowledgments
1 Toward a Pedagogy of Thoughtfulness
Introduction
The Possibility of a New Pedagogy
Remembering educators' in loco parentis relation
What do we look for in pedagogues?
Becoming reflective about pedagogy as the practice of living
2 The Concept of Pedagogy
Situations
The pedagogical intent makes the difference
The vocation of pedagogy animates and inspires us
About the Idea of "Pedagogy"
Pedagogy orients us to the child
Pedagogy is concerned with the child's self and development
3 The Pedagogical Moment
The Pedagogical Moment Expects Something of the Adult
Facts and values are important for knowing how to act pedagogically
But in pedagogical moments neither facts nor values can tell us what to do
Method and philosophy are important for knowing how to act pedagogically
But in pedagogical moments neither methods nor philosophy can tell us what to do
Pedagogy is Sensitive to the Context of Life Stories
Pedagogy asks us to reflect on children's lives
Children need security and safety so that they can take risks
Children need support so they can become independent
Children need direction from us to find their own direction in life
Tensions and contradictions belong to the pedagogical experience
4 The Nature if Pedagogy
The Conditions of Pedagogy
Pedagogy is conditioned by love and care for the child
Pedagogy is conditioned by hope for the child
Pedagogy is conditioned by responsibility for the child
The Nature of the Pedagogical Experience
The pedagogical situation
The pedagogical relation
Pedagogical action
5 The Practice of Pedagogy
Pedagogical Understanding Is Sensitive Listening and Observing
Non-judgmental understanding
Developmental understanding
Analytic understanding
Educational understanding
Formative understanding
Pedagogical understanding is facilitated by trustful sympathy
The Relation between Reflection and Action
Reflection before action
Reflection in action
Thoughtful action in pedagogical situations
Reflection on action
Can routinized and habitual acting be thoughtful?
Pedagogical fitness is the mind-body skill of tact
6 The Nature of Tact
The Relation between Tact in General and Pedagogical Tact
Historical notes on tact
False tact
Aspects of Tact
Tact means the practice of being oriented to others
To be tactful is to "touch" someone
Tact cannot be planned
Tact is governed by insight while relying on feeling
Tact rules practice
7 Pedagogical Tact
How Does Pedagogical Tact Manifest Itself?
Tact shows itself as holding back
Tact shows itself as openness to the child's experience
Tact shows itself as attuned to subjectivity
Tact shows itself as subtle influence
Tact shows itself as situational confidence
Tact shows itself as improvisational gift
What Does Pedagogical Tact Do?
Tact preserves a child's space
Tact protects what is vulnerable
Tact prevents hurt
Tact makes whole what is broken
Tact strengthens what is good
Tact enhances what is unique
Tact sponsors personal growth and learning
How Does Pedagogical Tact Do What It Does?
Tact is mediated through speech
Tact is mediated through silence
Tact is mediated through the eyes
Tact is mediated through atmosphere
Tact is mediated through example
8 Tact and Teaching
The Significance of Tact in Teaching
Tact gives new and unexpected shape to unanticipated situations
The touch of tact leaves a mark on the child
The Primacy of Practice
Tactful teachers find difficulty easy
Tact is interested in the child's interest
Tactful discipline produces self-discipline
The tact of humor creates new possibilities
The tactful structure of thoughtful action
9 Conclusion
The Relation between Pedagogy and Politics
Pedagogy and Culture
Pedagogy is Self-reflective
Notes
Bibliography
Index
· · · · · · (收起)