Toward a post-constructivist ethics in/of teaching and learning

View/ Open
Author(s)
Roth, Michael
Griffith University Author(s)
Year published
2013
Metadata
Show full item recordAbstract
Constructivist epistemologies focus on ethics as a system of values in the mind - even when previously co-constructed in a social context - against which social agents compare the actions that they mentally plan before performing them. This approach is problematic, as it forces a wedge between thought and action, body and mind, universal and practical ethics and thought and affect. Drawing on a fragment of a concrete classroom episode as an exemplary case, I develop and exemplify a post-constructivist discourse on ethics that centres on the dialogical relation of participants in conversation and that overcomes the problems ...
View more >Constructivist epistemologies focus on ethics as a system of values in the mind - even when previously co-constructed in a social context - against which social agents compare the actions that they mentally plan before performing them. This approach is problematic, as it forces a wedge between thought and action, body and mind, universal and practical ethics and thought and affect. Drawing on a fragment of a concrete classroom episode as an exemplary case, I develop and exemplify a post-constructivist discourse on ethics that centres on the dialogical relation of participants in conversation and that overcomes the problems of the constructivist approach. This practical ethics is consistent with the dialectical (dialogical) conception of the world-as-event. I conclude by suggesting that the Saying constitutes a dialectical/dialogical paradigm of a post-constructivist ethics.
View less >
View more >Constructivist epistemologies focus on ethics as a system of values in the mind - even when previously co-constructed in a social context - against which social agents compare the actions that they mentally plan before performing them. This approach is problematic, as it forces a wedge between thought and action, body and mind, universal and practical ethics and thought and affect. Drawing on a fragment of a concrete classroom episode as an exemplary case, I develop and exemplify a post-constructivist discourse on ethics that centres on the dialogical relation of participants in conversation and that overcomes the problems of the constructivist approach. This practical ethics is consistent with the dialectical (dialogical) conception of the world-as-event. I conclude by suggesting that the Saying constitutes a dialectical/dialogical paradigm of a post-constructivist ethics.
View less >
Journal Title
Pedagogies
Volume
8
Issue
2
Copyright Statement
© 2013 Taylor & Francis. This is an electronic version of an article published in Pedagogies, Vol. 8(2), pp. 103-125, 2013. Pedagogies is available online at: http://www.tandfonline.com with the open URL of your article.
Subject
Curriculum and Pedagogy Theory and Development
Curriculum and Pedagogy