Can we de-pedagogicise society? Between "native" learning and pedagogy in complex societies
Publication date
2018-06-21
Authors
de Haan, M.J.
Editors
Sefton-Green, Julian
Erstad, Ola
Advisors
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Document Type
Part of book
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Abstract
In this chapter I will address and analyse claims that argue that we need to turn to what has been lost through pedagogicisation, and that we need to de-pedagogicise society. I will discuss the limitations and the potential of going native in an apparently over-pedagogicised society, through reflecting on the questions: How do we understand pedagogicisation in relationship to learning? Is pedagogy, or teaching as a separate register unique? How do we understand a teaching register, and (why) do we need it? Can we speak at all of a “natural” way of learning removed from communities of practice?
Keywords
pedagogicization, native learning, teaching register, Taverne, General Social Sciences
Citation
de Haan, M 2018, Can we de-pedagogicise society? Between "native" learning and pedagogy in complex societies. in J Sefton-Green & O Erstad (eds), Learning Beyond the School : International Perspectives on the Schooled Society. first edition edn, Routledge Research in Education, Taylor & Francis, Abington, Oxon; New York, NY, pp. 28-44. https://doi.org/10.4324/9781315110318-3