See also: Cultivating pedagogical conditions of development of children and possibility? The impetus has come from different directions.
As we will see, viewing pedagogy in this way both fails to honour the historical experience, and to connect crucial areas of theory and practice. The nature of education Our starting point here is with the nature of education. Unfortunately, it is easy to confuse education with schooling. Many think of places like schools or colleges when seeing or hearing the word.
They might also look to particular jobs like teacher or tutor. The problem with this is that while looking to help people learn, the way a lot of teachers work isn’t necessarily something we can properly call education. It can quickly descend into treating learners like objects, things to be acted upon rather than people to be related to. For many concerned with education, it is also a matter of grace and wholeness, wherein we engage fully with the gifts we have been given.
To educate is, in short, to set out to create and sustain informed, hopeful and respectful environments where learning can flourish. It is concerned not just with knowing about things, but also with changing ourselves and the world we live in. This is a process carried out by parents and carers, friends and colleagues, and specialist educators. It is to the emergence of the last of these in ancient Greece that we will now turn as they have become so much a part of the way we think about, and get confused by, the nature of pedagogy.