Getting to the right place
DOI:
https://doi.org/10.24310/mar.6.1.2025.20908Keywords:
teachers, disciples, educational relationship, pedagogical erosAbstract
We arrive at the right place when we meet someone who, as with teachers, discovers who we are and helps us to grow; they do not limit themself to teaching what is already there in society, but place it before us so that we can study it with attention and precision. When they teach, the teacher becomes a sign and a voice, and what they transmit is not simply a univocal body of information. Their teaching is the very act destined to mobilize the desire (to know) in another, to make it grow and bring it to itself, displacing it, moving it, opening worlds. The teacher transmits, above all, what they do not say. Their communication is indirect, and it often seems that in the transmission of knowledge there is a kind of deception that takes the form of irony, a game of concealment and exhibition. When the master transmits, they summon, as an imperious demand, the need of translation of their lessons, which are always ways of giving to read. However, in today's schools, teachers seem to be more and more prevented from being teachers - that is, students and scholars. It is interesting to rethink, in this sense, the relationship with what is studied, and then transmitted, as the centre that institutes the teacher, in general the teaching profession, which makes the adult who has chosen this profession a certain example of humanity for their students, perhaps for the city.
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Barbery, M. (2006). L'Élégance du hérisson. Gallimard.
Barnes, J. (2023). Elisabeth Finch. Anagrama.
Gusdorf, G. (2009). ¿Para qué profesores? Para una pedagogía de la pedagogía. Miño & Dávila.
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