Phronesis – on teachers’ knowing in practice. Towards teaching as embodied moral
2005 (English)In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 12, no 3, 148-162 p.Article in journal (Refereed) Published
This article concerns a possible way to understand the concept of teaching. It begins with an elaboration on three different aspects of knowledge with roots in ancient Greece; epistmé, techné and phronesis. Thereafter some traditions and lines of development in research on teaching over the last thirty years are presented. It is shown that phronesis still seems to be a useful concept when trying to understand teaching and teachers’ knowing in practice. In an attempt to go beyond the Cartesian dualism of subject and object, phronesis is then described within a philosophical hermeneutical approach. The conclusion points towards a possibility to understand teaching and teachers’ knowing in practice as embodied moral.
Place, publisher, year, edition, pages
Umeå: Fakultetsnämnden för lärarutbildning , 2005. Vol. 12, no 3, 148-162 p.
IdentifiersURN: urn:nbn:se:umu:diva-4793OAI: oai:DiVA.org:umu-4793DiVA: diva2:144034