Biesta talked about beginnings and asked the question how newcomers come into presence? How do students become somebody? How do others take up our beginnings? If we see the education of children as taking up their beginnings, what do we really need to know and understand about the children and their families in our care? Gert asked if we take someones beginnings by force. When we share information, know intimate details of a child's family history, for better or worse, the judgments that we can put upon a child's life might be seen as taking their beginnings by force. If we truly respect the plurality that Biesta suggests, it would be a different idea to allow children to appear as they really are.
When Biesta provided this unique metaphor of visiting difference, it could be viewed that we, as educators, may be tourists. We are carrying around a great deal of our own "stuff"....moral judgement, our ideas of good and bad, right or wrong...and cannot truly "visit" difference and make judgements respecting the plurality of others. Biesta framed democratic education in terms of a community that has nothing in common.
In other words, what makes the democratic educational relationship different is that we have no choice in whom we engage with. Students, families, teachers and other staff members...we have come together with a calling to work together to educate children. We may get to choose to be in relationship with family and friends, but democracy is different. We have a responsibility to engage in an educative relationship, to understand and "visit" difference.
When Biesta suggested that this educational relationship be based on trust, responsibility and transcendental violence, the language of violence or being violated , at first glance, seems extreme. However, to wrestle with tension, to stand together in difference and risk having ideas bump up against each other, it is these interruptions that matter most. Biesta challenged us to take that pluralism, that difference, more seriously, if we are truly striving for a democratic education that leads to a more human future.
To help with this Biesta reminded us to look at difference through political terms, rather than moral judgements. (i.e. good vs. bad, right vs. wrong). Seeing the tensions, enjoying and accepting the difference of others. These political terms are different than moral ones. So how do we live out those educational relationships with others and support visiting?
I want to believe that as complicated as this all sounds, in my mind, it comes down to openness and respect and basing my judgements accordingly. It is one thing for responsibility for oneself, but quite another for responsibility without choice and to embrace and enjoy the tension of "otherness". I welcome your thoughts and feedback.
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2 comments:
Lorelei
In the jargon of a fellowship to which I belong the phrase that is used is "putting principles before personalities."
It is a simple, though not easy concept, which allows me to seperate an opinion or idea from the person who is giving it.
Most people (including me) have trouble with this (at least from time to time) especially because we put so much of ourselves and our personalities into our teaching.
I guess it is something to strive for
Thanks for your insights
Cari
Hi Lorelei,
I appreciate how you articulated the concept of democracy as the need to "embrace and enjoy the tension of "otherness". That is such a hard thing to do. Yet I feel like the potential for growth and learning within a dialogue group amongst colleagues (for example) is stunted when not everyone recognizes the value. I think many people would agree with the concept of embracing the "otherness", yet are not ready to let their own "otherness" come into presence. It obviously takes a relationship or environment of trust. "People don't feel comfortable yet, so they're not sharing their questions or tensions around practice yet." However, it also takes a willingness on the part of the individual to take a risk. It's really difficult to try to be part of critical professional dialogue when you put yourself out there in an attempt to 'come into presence' and few people reciprocate. I echo your same question: "how do we live out those educational relationships with others and support visiting?"
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