TEACHING AS TACIT INTEGRATION
Abstract
The purpose ofthis paper is to ground the teaching act in a theory of mind by delineating both the structure and process of that act as an instance of Michael Polanyi's Theory of tacit knowing," his distinctive feature of all human consciousness. The paper opens with a brief account of how the activity of teaching is currently conceived, and is followed by a sketch of Polanyi's theory of tacit inregration. The paper closes with a view of the teaching act seen as an instance of such tacit integration, through a tripartite structure consisting of general pedagogical skills, pedagogical knowledge of subject matter, and philosophical reflection of a pedagogical nature. RÉSUMÉ Cet article vise à fonder l'acte d'enseignement sur une théorie de l'esprit en délimitant à la fois la structure et le processus de l'acte d'enseignement en tant qu'instance de la théorie de la "connaissance tacite" de Michael Polanyi, selon qui cette connaissance serait une caractéristique distinctive de toute conscience humaine. L'article s'ouvre sur une brève description de la façon dont l'activité pédagogique est actuellement conçue; vient ensuite une brève description de la théorie d'intégration tacite de Polanyi. L'article se termine sur un aperçu de l'acte d'enseignement en tant qu'instance d'une telle intégration tacite par le biais d'une structure tripartite comprenant les aptitudes pédagogiques générales, la connaissance pédagogique de la matière et les réflexions philosophiques à caractère pédagogique.Downloads
Published
1994-01-01
How to Cite
Cato, D. (1994). TEACHING AS TACIT INTEGRATION. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 29(001). Retrieved from https://mje.mcgill.ca/article/view/8146
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