TEACHING AS THE ART OF CONNECTING

Teaching is one of the most important arts of connecting. A modern teacher has to deal with groups that are very diverse in terms of abilities, cultural capital, social status and life situation. For his or her mission to be effective, as James Coleman's research on social capital in education shows, he or she must be able to combine the potentials of students, teachers and parents. How does this happen in the conditions of contemporary tensions and divisions? How do teachers deal with the art of connection? What barriers do they face? How do they shape their skills in this area?

In theory and practice of teaching, the didactic and psycho-sociological aspects of education merge with its philosophical and ethical dimensions. In contemporary society, teachers encounter a myriad of dilemmas that they must integrate into their profession and creatively address.

• Which teaching methods can promote social bonding among people?
• How can the classroom atmosphere be set to encourage cooperation over individualism?
• What type of individualism can be consistent with the requirement to bridge negative social differences and promote inclusion?

The discussed phenomenon of a divided society can be viewed as a symptom of social pathology, but also as an expression of efforts to seek life paths that are more worthy of human dignity. This raises fundamental philosophical questions regarding educational goals.

• What goals should teachers pursue in education? Should they focus exclusively on teaching, or should they also consider what we refer to as upbringing?
• What role can educators play in a divided society? Should they strive for a so-called value-neutral position, or should they advocate for values they believe to be right?
• Can the much-desired critical thinking today be cultivated regardless of the attitudes held by students? How can these attitudes be nurtured? Is it realistically feasible without significantly impacting the family background?
• By what means can teachers stimulate critical thinking in students, and what educational contents can support this type of thinking?
• What can a teacher derive legitimacy from if they decide to change their students' attitudes? Should a teacher's conduct be limited by so-called political correctness, or is it the teacher's responsibility to lead students towards a "life of thought" (Finkielkraut, Kundera) even with the risk of political conflict?

Contributions addressing these questions and dilemmas are welcome in the Education section at the Good Connections IV conference.

CO-ORGANIZERS

Co-organizers of session number one:

Martin Strouhal, Charles University

Dorota Bazuń, University of Zielona Góra

Magdalena Kohout-Diaz, University of Bordeaux

Literature

• Coll, R. K. & Eames, C. (2004). International Handbook for Cooperative Education: An International perspective of the theory, research and practice of work-integrated learning. Boston MA: The World Association for Cooperative Education.
• Davies M. & Barnett R. (2015). The Palgrave Handbook ofCritical Thinking in Higher Education. New York: Palgrave Macmillan.
• Durkheim, E. (1999). Éducation et sociologie. Paris: PUF.
• Finkielkraut, A. (1987). La défaite de la pensée.  Paris: Gallimard.
• Jacquet-Francillon, F.; Kambouchner, D. (dir.). (2005). La crise de la culture scolaire: Origines, interprétations, perspectives. PUF.
• Kambouchner, D. (2013). École, question philosophique. Paris: Fayard.
• Kohout-Diaz, M. (2018). L’éducation inclusive. Un processus en cours. Paris: Érès.
• Morin, E. (1999). La tête bien faite. Repenser la réforme. Réformer la pensée. Paris: Seuil.
• Strouhal, M. 2020. On the current problems of education for democracy. Journal of Pedagogy 11 (2): 73 – 87, https://www.researchgate.net/publication/348736424_On_the_current_problems_of_education_for_democracy