Tact of Teaching, The: The Meaning of Pedagogical Thoughtfulness(SUNY series, The Philosophy of Education)

This thought-provoking book offers an original perspective on the meaning and practice of teaching as a reflective activity. Max van Manen defines pedagogical thoughtfulness as the way that educators grow, change, and deepen themselves as a result of reflecting on living with children. He shows how the processes of teaching require tact —an interpretive intelligence, a practical moral intuitiveness, a sensitivity and openness toward the child's subjectivity, and an improvisational resoluteness in dealing with children. All teachers — current and future — who are concerned about the "caring" aspects of their work will be inspired by this text.

Table of Contents:
Preface Acknowledgments 1. Toward a Pedagogy of Thoughtfulness Introduction The Possibility of a New Pedagogy Remembering educators' in loco parentis relation What do we look for in pedagogues? Becoming reflective about pedagogy as the practice of living 2. The Concept of Pedagogy Situations The pedagogical intent makes the difference The vocation of pedagogy animates and inspires us About the Idea of "Pedagogy" Pedagogy orients us to the child Pedagogy is concerned with the child's self and development 3. The Pedagogical Moment The Pedagogical Moment Expects Something of the Adult Facts and values are important for knowing how to act pedagogically But in pedagogical moments neither facts nor values can tell us what to do Method and philosophy are important for knowing how to act pedagogically But in pedagogical moments neither methods nor philosophy can tell us what to do Pedagogy is Sensitive to the Context of Life Stories Pedagogy asks us to reflect on children's lives Children need security and safety so that they can take risks Children need support so they can become independent Children need direction from us to find their own direction in life Tensions and contradictions belong to the pedagogical experience 4. The Nature if Pedagogy The Conditions of Pedagogy Pedagogy is conditioned by love and care for the child Pedagogy is conditioned by hope for the child Pedagogy is conditioned by responsibility for the child The Nature of the Pedagogical Experience The pedagogical situation The pedagogical relation Pedagogical action 5. The Practice of Pedagogy Pedagogical Understanding Is Sensitive Listening and Observing Non-judgmental understanding Developmental understanding Analytic understanding Educational understanding Formative understanding Pedagogical understanding is facilitated by trustful sympathy The Relation between Reflection and Action Reflection before action Reflection in action Thoughtful action in pedagogical situations Reflection on action Can routinized and habitual acting be thoughtful? Pedagogical fitness is the mind-body skill of tact 6. The Nature of Tact The Relation between Tact in General and Pedagogical Tact Historical notes on tact False tact Aspects of Tact Tact means the practice of being oriented to others To be tactful is to "touch" someone Tact cannot be planned Tact is governed by insight while relying on feeling Tact rules practice 7. Pedagogical Tact How Does Pedagogical Tact Manifest Itself? Tact shows itself as holding back Tact shows itself as openness to the child's experience Tact shows itself as attuned to subjectivity Tact shows itself as subtle influence Tact shows itself as situational confidence Tact shows itself as improvisational gift What Does Pedagogical Tact Do? Tact preserves a child's space Tact protects what is vulnerable Tact prevents hurt Tact makes whole what is broken Tact strengthens what is good Tact enhances what is unique Tact sponsors personal growth and learning How Does Pedagogical Tact Do What It Does? Tact is mediated through speech Tact is mediated through silence Tact is mediated through the eyes Tact is mediated through atmosphere Tact is mediated through example 8. Tact and Teaching The Significance of Tact in Teaching Tact gives new and unexpected shape to unanticipated situations The touch of tact leaves a mark on the child The Primacy of Practice Tactful teachers find difficulty easy Tact is interested in the child's interest Tactful discipline produces self-discipline The tact of humor creates new possibilities The tactful structure of thoughtful action 9. Conclusion The Relation between Pedagogy and Politics Pedagogy and Culture Pedagogy is Self-reflective Notes Bibliography Index

About the Author :
Max van Manen is Professor of Education at the University of Alberta. He is the author of Researching Lived Experience: Human Science for an Action Sensitive Pedagogy, also published by SUNY Press, and The Tone of Teaching.

Review :
"This book is a welcome antidote to the preponderance of psychological texts that paint adult-child interactions as a series of discrete tasks and skills. While acknowledging the place of traditional skills approaches, van Manen openly, directly, and wholeheartedly addresses those dimensions of relationships that psychology cannot handle, primary among which is the elusive ability to be with children in a way that makes personal growth possible." — Antoinette A. Oberg, University of Victoria "Modern education has lost much of its moral currency. The passion and struggle for teaching excellence has been inhibited by a variety of social forces including bureaucratic rationality. Current calls for 'participative management' and 'shared governance' are a step in the right direction; however, this type of terminology still lacks the vital moral element which this text addresses." — James G. Henderson, Kent State University "From start to finish this is a highly readable, engrossing, and stimulating book; I came away from its reading refreshed and invigorated. The use of anecdotal material (vignettes of children in homes, schools, classrooms, etc.) is an undoubted strength of the work — I know of no other educational text that makes such extensive use of the commonplaces of everyday life. I found myself relating to these instances time after time after time." — Rod Evans, University of Calgary