The Pedagogical Relationship: Between the Child’s Experience and the Adult’s Responsibility. Inspirations and Interpretations in Phenomenological Pedagogical Practice

Abstract

This article presents several contemporary approaches to the pedagogical relationship as developed within the tradition of human science research. The idea and characteristics of the unique relationship between an adult and a child have long been central themes in this tradition. The article also examines this relationship in the context of the post-war criticism and revision of the concept of the pedagogical relationship. A significant focus is placed on the child’s experience and the issue of asymmetry, which is a defining feature of individual approaches to the pedagogical relationship at each stage of its development.

Of particular importance in this reflection is the ethical dimension, explored by researchers interested in the concept of the pedagogical relationship and the methodology of phenomenology of practice as developed by Max van Manen, and inspired by the philosophy of Emmanuel Levinas. The article briefly outlines the evolution of thought on the pedagogical relationship, from the so-called “first inversion” (Hermann Nohl) “second inversion” (Gert Biesta), which suggests that the awareness of the adult’s limitations and doubts should be recognized as an integral part of pedagogical theory. The discussion in the article demonstrates that the asymmetry between the child and the adult, which takes on a distinctly ethical character remains the core issue of the pedagogical relationship . The concept of a pedagogical community is highlighted as revealing a particular ethical value in this context.