The interest for children's health is a global issue and concerns are voiced in areas of children's psycho-social health and well-being, in many countries including Sweden. There have been a number ...

Giving Voice and Space to Children in Health Promotion

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Understanding Children, Communicating with Children: Approaches to the Child Within Us, Before Us, and With Us

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.

Lived Relationality as Fulcrum for Pedagogical-Ethical Practice

Can you find the child in physical education research? Can you see evidence of the child in research dealing with the school curriculum of physical education or the teaching-learning processes of the gymnasium or sportsfield? This is the pedagogical question to which I draw attention. My purpose is to show the significance of this question by (a) critiquing current research agendas and situating the question within the context of North American research traditions, by (b) entering the life of these traditions and showing how the question might guide our research activity, and by (c) indicating the nature of the methodology that supports our work. Through descriptions of children's physical activities, I give textual evidence of the pedagogical orientation at the heart of physical education research and, at the same time, provide concrete examples of a human science approach to physical education research, which I think goes some way to answering the question “Where is the child?”

Where Is the Child in Physical Education Research

Educational practice is concerned in profound ways with what is pedagogically good and right for children, and as parents and teachers we intend to help each child to cultivate his or her personal and educational potential in a human fashion. In the spirit of ancient Aristotle and Plato, Continental pedagogues and philosophers have for centuries explored the meaning of pedagogical practice/praxis and of the pedagogical good, the quality of both being regarded not as a means to an educational end, but as the end itself. But what, indeed, is the pedagogical good, and what is the significance of the pedagogical good for students? Somehow we know the good, and yet we know it not. We recognize the good experientially, but the real meaning of what we intuit eludes our grasp. So how do we explore this elusive pedagogical quality – and is it possible to explore it? Based on phenomenological interviews with both young students and adults recalling episodes from school, as well as artistic narratives, this ...

/pdf/heartful-or-heartless-teachers-or-should-we-look-for-the-11g5z2a3c9.pdf

“Heartful” or “Heartless” Teachers? Or should we look for the Good Somewhere Else? Considerations of Students’ Experience of the Pedagogical Good

/pdf/ethics-as-limits-of-pedagogical-reflection-hb3rdk9sxn.pdf

Ethics as Limits of Pedagogical Reflection

/pdf/the-child-s-understanding-of-time-4c7u2eo6qc.pdf

The Child’s Understanding of Time

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Understanding Children, Communicating with Children: Approaches to the Child Within Us, Before Us, and With Us

Ethics as Limits of Pedagogical Reflection

The Child’s Understanding of Time