caa a22 4500 445848367 CHVBK 20180317145405.0 cr unu---uuuuu 170323e20110901xx s 000 0 eng 10.1007/s11217-011-9244-9 doi (NATIONALLICENCE)springer-10.1007/s11217-011-9244-9 Saevi Tone NLA University College, Bergen, Norway aut Lived Relationality as Fulcrum for Pedagogical-Ethical Practice [Elektronische Daten] [Tone Saevi] What is the core of pedagogical practice? Which qualities are primary to the student-teacher relationship? What is a suitable language for pedagogical practice? What might be the significance of an everyday presentational pedagogical act like for example the glance of a teacher? The pedagogical relation as lived relationality experientially sensed, as well as phenomenologically described and interpreted, precedes educational methods and theories and profoundly challenges educational practice and reflection. The paper highlights the aporetic character of pedagogical practice, reflection and research by suggesting that the pedagogical relation opens up for a practice that is ethically and existentially normative rather than developmentally and socially normative, and thus fundamentally shifts the meaning of education. Springer Science+Business Media B.V., 2011 Hermeneutic phenomenology nationallicence Relation nationallicence Ethics nationallicence Continental pedagogy nationallicence Existential pedagogy nationallicence Studies in Philosophy and Education Springer Netherlands 30/5(2011-09-01), 455-461 0039-3746 30:5<455 2011 30 11217 https://doi.org/10.1007/s11217-011-9244-9 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11217-011-9244-9 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Saevi Tone NLA University College, Bergen, Norway aut NATIONALLICENCE 773 0- Studies in Philosophy and Education Springer Netherlands 30/5(2011-09-01), 455-461 0039-3746 30:5<455 2011 30 11217 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer