La enseñanza como improvisación
Resumen En este artículo discutimos la centralidad de la improvisación en la enseñanza, basándonos en particular en lecturas de Cassin (2014, 2020), Rancière (1991, 1999, 2020) y Bailey (1992). Nuestro punto de partida es que no puede haber enseñanza sin improvisación, es decir, la delicada práctica de responder a, situar y sintonizar con sucesos dentro de los encuentros educativos que no pueden preverse, sino que requieren constantemente nuestra atención y acción aplicando la más refinada virtud de nuestro intelecto. En el artículo seguimos las premisas de los primeros sofistas, para los que la improvisación implicaba la capacidad de hablar sobre cualquier cosa dejándose guiar por la oportunidad (Cassin, 2014). Afirmaremos que la improvisación del profesor sofista es una virtud intelectual y corporal que requiere tanto disciplina como poêsis, y tanto technê como praxis. En resumen, la improvisación como una forma específica de performatividad educativa. De la mano de Rancière (1991, 2020), DiPiero (2020) y Bailey (1992), tratamos de mostrar cómo la improvisación en la enseñanza conecta con nuestros sentidos y pone en marcha simultáneamente la compartición y la unicidad de la sensación como tal, reflejada en el concepto de Rancière de le partage du sensible (la división de lo sensible). La improvisación, concluimos, puede entenderse como el producto de encuentros contingentes entre sujetos, objetos y entornos, donde emerge en la ruptura entre forma y contenido (DiPiero, 2020). De este modo, permite otras formas de hablar y estar en el mundo que las que desea la institucionalización de un determinado orden político (fijando un partage du sensible particular e innegociable) y por tanto se convierte, sugerimos, en un elemento central en una realización democrática de la práctica de la enseñanza.
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Aadland, H., Espeland, M., & Arnesen, T. E. (2017). Towards a Typology of Improvisation as a Professional Teaching Skill: Implications for Pre-service Teacher Education Programmes. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1295835
Bailey, D. (1992). Improvisation: Its Nature and Practice in Music. British Library National Sound Archive.
Bertram, G. W. (2021). Improvisation as Normative Practice. In A. Bertinetto, & M. Rutta (Eds.), The Routledge Handbook of Philosophy and Improvisation in the Arts. Routledge.
Bertrand, L. (2020). Musique concrète and the Aesthetic Regime of Art. In J. P. Cachopo, P. Nickleson, & C. Stover (Eds.), Rancière and Music (pp. 27-46). Edinburgh University Press.
Biesta, G. (2022). Why the Form of Teaching Matters: Defending the Integrity of Education and of the Work of Teachers Beyond Agendas and Good Intentions. Revista de Educación, 395, 13-34. https://doi.org/10.4438/1988-592X-RE-2022-395-519
Britzman, D. (1991). Practice Makes Practice. A Critical Study of Learning to Teach. State University Press.
Caranfa, A. (2007). Lessons of Solitude: The Awakening of Aesthetic Sensibility. Journal of Philosophy of Education, 41(1), 113-127.
Cassin, B. (2014). Sophistical Practice. Toward a Consistent Relativism. Fordham University Press.
Cassin B. (2020). Jacques the Sophist. Lacan, Logos, and Psychoanalysis. Fordham University Press.
DiPiero, D. (2020). Rancière and Improvisation: Reading Contingency in Music and Politics. In J. P. Cachopo, P. Nickleson, & C. Stover (Eds.), Rancière and Music (pp. 207-229). Edinburgh University Press.
English, A., & Doddington, C. (2019). Dewey, Aesthetic Experience, and Education for Humanity. In S. Fesmire (Ed.), The Oxford Handbook of Dewey. Oxford Handbooks Online. https://doi.org/10.1093/oxfordhb/9780190491192.013.37
Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, and Social Change. Jossey-Bass.
Holdhus, K., Høisæter, S., Mæland, K., Vangsnes, V., Engelsen, K. S., Espeland, M., & Espeland, Å. (2016). Improvisation in teaching and education—roots and applications. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1204142
Jaeger, W. (1939/1965). Paideia. The Ideas of Greek Culture. Vol I. Archaic Greece the Minds of Athens. Oxford University Press.
Kaltenecker, M. (2020). Wandering with Rancière: Sound and Structure under the Aesthetic Regime. In J. P. Cachopo, P. Nickleson, & C. Stover (Eds.), Rancière and Music (pp. 97-116). Edinburgh University Press.
Lewis, T. E. (2012). The Aesthetics of Education. Theatre, Curiosity, and Politics in the Work of Jacques Rancière and Paulo Freire. Bloomsbury.
Massumi, B. (2015). Politics of Affect. Polity.
McGuirk, J. (2021). Improvisation in the Classroom: Towards an Aspectual Account of Improvisatory Practice. In S. Ravn, S. Høffding, & J. McGuirk (Eds.), Philosophy of Improvisation: Interdisciplinary Perspectives on Theory and Practice. Routledge.
Nachmanovitch, S. (1990). Free Play. Improvisation in Life and Art. Jeremy P. Tarcher/Putnamn.
Preston, B. (2012). A Philosophy of Material Culture. Routledge.
Rancière, J. (1987, tr. 1991). The Ignorant Schoolmaster. Five Lessons in Intellectual Emancipation. Stanford University Press.
Rancière, J. (1999). Disagreement. Politics and Philosophy. University of Minnesota Press.
Rancière, J. (2006). Texter om politik och estetik. Site edition 2.
Rancière, J. (2020). A Distant Sound. In J. P. Cachopo, P. Nickleson, & C. Stover (Eds.), Rancière and Music (pp. 353-365). Edinburgh University Press.
Rytzler, J. (2017). Teaching as Attention Formation. A Relational Approach to Teaching and Attention. Doctoral thesis. Mälardalen university.
Rytzler, J. (2021). Teaching at the Margin – Didaktik in the Sphere of Attention. Ethics and Education, 16(1), 108-121.
Saugstad, T. (2002). Educational Theory and Practice in an Aristotelian Perspective. Scandinavian Journal of Educational Research, 46(4), 373-390.
Säfström, C. A. (2003). Teaching Otherwise. Studies in Philosophy and Education, 22(1), 19-29.
Säfström, C. A. (2014). The Passion of Teaching at the Border of Order. [Electronic version] Asia-Pacific Journal of Teacher Education, 42(4), pp. 337-346.
Säfström, C. A. (2022). Please Show Me Your World! A Sophistical Practice of Teaching. Revista de Educación, 395, 35-58. https://doi.org/10.4438/1988-592X-RE-2022-395-521
Säfström, C. A. &, Månsson, N. (2021). The Marketisation of Education and the Democratic Deficit. European Educational Research Journal, 20(1), 83-101.
Thoilliez, B. (2022). Conserve, Pass on, Desire. Edifying Teaching Practices to Restore the Publicness of Education. Revista de Educación, 395, 61-83. https:/doi.org/10.4438/1988-592X-RE-2022-395-527
Todd, S. (2003). Learning From the Other. Levinas, Psychoanalysis and Ethical Possibilities in Education. State University of New York Press.
Van Manen, M. (2015). Pedagogical Tact. Knowing What to Do When You Don’t Know What to Do. Left Coast Press.
Bailey, D. (1992). Improvisation: Its Nature and Practice in Music. British Library National Sound Archive.
Bertram, G. W. (2021). Improvisation as Normative Practice. In A. Bertinetto, & M. Rutta (Eds.), The Routledge Handbook of Philosophy and Improvisation in the Arts. Routledge.
Bertrand, L. (2020). Musique concrète and the Aesthetic Regime of Art. In J. P. Cachopo, P. Nickleson, & C. Stover (Eds.), Rancière and Music (pp. 27-46). Edinburgh University Press.
Biesta, G. (2022). Why the Form of Teaching Matters: Defending the Integrity of Education and of the Work of Teachers Beyond Agendas and Good Intentions. Revista de Educación, 395, 13-34. https://doi.org/10.4438/1988-592X-RE-2022-395-519
Britzman, D. (1991). Practice Makes Practice. A Critical Study of Learning to Teach. State University Press.
Caranfa, A. (2007). Lessons of Solitude: The Awakening of Aesthetic Sensibility. Journal of Philosophy of Education, 41(1), 113-127.
Cassin, B. (2014). Sophistical Practice. Toward a Consistent Relativism. Fordham University Press.
Cassin B. (2020). Jacques the Sophist. Lacan, Logos, and Psychoanalysis. Fordham University Press.
DiPiero, D. (2020). Rancière and Improvisation: Reading Contingency in Music and Politics. In J. P. Cachopo, P. Nickleson, & C. Stover (Eds.), Rancière and Music (pp. 207-229). Edinburgh University Press.
English, A., & Doddington, C. (2019). Dewey, Aesthetic Experience, and Education for Humanity. In S. Fesmire (Ed.), The Oxford Handbook of Dewey. Oxford Handbooks Online. https://doi.org/10.1093/oxfordhb/9780190491192.013.37
Greene, M. (1995). Releasing the Imagination: Essays on Education, the Arts, and Social Change. Jossey-Bass.
Holdhus, K., Høisæter, S., Mæland, K., Vangsnes, V., Engelsen, K. S., Espeland, M., & Espeland, Å. (2016). Improvisation in teaching and education—roots and applications. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1204142
Jaeger, W. (1939/1965). Paideia. The Ideas of Greek Culture. Vol I. Archaic Greece the Minds of Athens. Oxford University Press.
Kaltenecker, M. (2020). Wandering with Rancière: Sound and Structure under the Aesthetic Regime. In J. P. Cachopo, P. Nickleson, & C. Stover (Eds.), Rancière and Music (pp. 97-116). Edinburgh University Press.
Lewis, T. E. (2012). The Aesthetics of Education. Theatre, Curiosity, and Politics in the Work of Jacques Rancière and Paulo Freire. Bloomsbury.
Massumi, B. (2015). Politics of Affect. Polity.
McGuirk, J. (2021). Improvisation in the Classroom: Towards an Aspectual Account of Improvisatory Practice. In S. Ravn, S. Høffding, & J. McGuirk (Eds.), Philosophy of Improvisation: Interdisciplinary Perspectives on Theory and Practice. Routledge.
Nachmanovitch, S. (1990). Free Play. Improvisation in Life and Art. Jeremy P. Tarcher/Putnamn.
Preston, B. (2012). A Philosophy of Material Culture. Routledge.
Rancière, J. (1987, tr. 1991). The Ignorant Schoolmaster. Five Lessons in Intellectual Emancipation. Stanford University Press.
Rancière, J. (1999). Disagreement. Politics and Philosophy. University of Minnesota Press.
Rancière, J. (2006). Texter om politik och estetik. Site edition 2.
Rancière, J. (2020). A Distant Sound. In J. P. Cachopo, P. Nickleson, & C. Stover (Eds.), Rancière and Music (pp. 353-365). Edinburgh University Press.
Rytzler, J. (2017). Teaching as Attention Formation. A Relational Approach to Teaching and Attention. Doctoral thesis. Mälardalen university.
Rytzler, J. (2021). Teaching at the Margin – Didaktik in the Sphere of Attention. Ethics and Education, 16(1), 108-121.
Saugstad, T. (2002). Educational Theory and Practice in an Aristotelian Perspective. Scandinavian Journal of Educational Research, 46(4), 373-390.
Säfström, C. A. (2003). Teaching Otherwise. Studies in Philosophy and Education, 22(1), 19-29.
Säfström, C. A. (2014). The Passion of Teaching at the Border of Order. [Electronic version] Asia-Pacific Journal of Teacher Education, 42(4), pp. 337-346.
Säfström, C. A. (2022). Please Show Me Your World! A Sophistical Practice of Teaching. Revista de Educación, 395, 35-58. https://doi.org/10.4438/1988-592X-RE-2022-395-521
Säfström, C. A. &, Månsson, N. (2021). The Marketisation of Education and the Democratic Deficit. European Educational Research Journal, 20(1), 83-101.
Thoilliez, B. (2022). Conserve, Pass on, Desire. Edifying Teaching Practices to Restore the Publicness of Education. Revista de Educación, 395, 61-83. https:/doi.org/10.4438/1988-592X-RE-2022-395-527
Todd, S. (2003). Learning From the Other. Levinas, Psychoanalysis and Ethical Possibilities in Education. State University of New York Press.
Van Manen, M. (2015). Pedagogical Tact. Knowing What to Do When You Don’t Know What to Do. Left Coast Press.
Säfström, C. A., & Rytzler, J. (2023). La enseñanza como improvisación. Teoría De La Educación. Revista Interuniversitaria, 35(2), 139–155. https://doi.org/10.14201/teri.30155
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