Becoming Pedagogue: Bergson and the Aesthetics, Ethics and Politics of Early Childhood Education and Care

Cover
Half Title
Series Page
Title Page
Copyright Page
Dedication
CONTENTS
List of Illustrations and Credits
Acknowledgements
Prologue
Introduction: The Scent of Pedagogical Problems
	A Broken Relation Between Logos and World in Education: A Pedagogical-Aesthetical Problem
	A Broken Relation Between Individual and Society in Education: A Pedagogical-Ethical Problem
	A Broken Relation Between Past, Present and Future in Education: A Pedagogical-Political Problem
	A Broken Relation Between Education and Pedagogy: A Pedagogical-Educational Problem
	Purpose and Character of the Book
	Disposition of the Book
PART I: The Global Error
	1. The Odour of a False Problem
		An Immoderate Taste for False Problems
		Henri Bergson and How to Recognize a False Problem
		Abstract Formalism in Education: Quantitative-Qualitative Confusion
		Logos and World in Abstract Formalist Education: Aesthetic Illusion
		Individual and Society in Abstract Formalist Education: Ethical Fabulation
		Past, Present and Future in Abstract Formalist Education: Political Retrotopication
	2. Problems with Freedom
		There Are Always Two Sides to Every Story and to Everything
		A Method with Two Sides and Three Rules
		Creating Problems: Two Ways of (Knowing) Reality
		Converging Differences: Becoming Larger than Neuro-Life
		Thinking in Duration: Freedom “the Clearest and Simplest Thing in the World”
		Freedom Comes with Problems and Problems Come with Freedom
PART II: The Great Oblivion
	3. Science and Philosophy Revisited, Revivified and Reunited
		Science and Philosophy in the Scientific Study of Education
		Knowledge traditions in the Scientific Study of Education
		The Knowledge tradition of Pedagogik/Pedagogy in the Scientific Study of Education: The Case of Sweden
		Differences and Convergences in Pedagogy and Early Childhood Pedagogy: The Case of Sweden
		Summarizing Discussion and an Old-new/New-old Direction
		Resonances Between Bergson’s Philosophy and Pedagogy/Pedagogik
		Change of Direction: Introduction to the Grammar and Semantics of Pedagogy
	4. The Syntax and Grammar and Semantics and Sense of Pedagogy
		The Words of Pedagogy: Paidagogikè Téchne, Ars Paedagogica, Paidagogos, Paedagogus, Paedagoga, Pais, Agogos, Paideia, Cultura, Educere, Evolvere, Sperimentare, Verificare, Ricerca, Organico, Olistico, Integrale, Ri-conoscere, Qualificare, Confronto, Nodo, Contaminazione, Articolare, Matrice
		The Domains of Pedagogy: Practice, Science and Knowledge tradition
		The Phenomena of Pedagogy: Upbringing, Teaching and Education
		The Dimensions of Pedagogy: Aesthetics
		The Dimensions of Pedagogy: Ethics
		The Dimensions of Pedagogy: Politics
		The Logic of Pedagogy: Contextuality, Complexity and Relationality
		The Methodology of Pedagogy: Analytic, Synthetic and Intuitive
		The Knowledge-object of Pedagogy: Scholé and Gentleness
PART III: The Creative Contribution
	5. Becoming Pedagogue: Intuition & Minor Methods
		Becoming Pedagogue: Intuition
		Becoming Pedagogue: Minor Methods
		Minor Language: The Magic of Language
	6. Aesthetics, Ethics & Politics in Early Childhood Education & Care: Minor Gestures
		Minor Gestures
		An Aesthetical Gesture of Contempla(c)tion: Initial Observations and Preparations in the Project The Book
		An Ethical Gesture of Creating Enabling Constraints: Response to Children in the Project The Book
		A Political Gesture of Engaging in Composite Rhythm: Adapting to Children’s Rhythm in the Project The Book
Epilogue
Index