1. A relational philosophy of educationMartin Buber 1878-1965Dr F.Long, Education 1

2. Outline Bubers Fundamental principle Other possible fundamental principles A graphic Bubers two approaches Bubers key words and what they mean 2 critics of progressivism: Buber andArendtDr F.Long, Education2 3. The development of the creative powersof the child Child: something new has come into the world Creative? Creation originally means only thedivine summons to the life hidden in non-being (Between Man and Man, p. 110) This is the originative instinct Besides the originative instinct, there is theinstinct for communion (p. 114) Dr F.Long, Education 3 4. Reflective/non-reflective stances Self in a mirrorIother Self-reflection? Projections too positive --too negativeDr F.Long, Education 4 5. Reflective/non-reflective stances I look into a pupils eyesIpupillaA little doll in theothers eyeThe pupil tells youwho you areYou read the pupilesteem Dr F.Long, Education5 6. Bubers two stances. Which stance for education? Dr F.Long, Education 6 7. I-Thou approach Hebrew understanding of knowledge: To know is to embrace lovingly, not to exploit, use up, lovingly ravish, exhaust Link between knowing and loving (rather than knowing and doing) Instinct of communion: Only if someone grasps a persons hand does she know that she has a gift The free expression of individual selfhood is not a proper educational aim (originative instinct) The purpose of teaching is to open oneself to relation Dr F.Long, Education7 8. Buber 1878-1965 Critic of the following models: Gardener: A critic of gardener model of ateacher (i.e., progressivism, based on thepotentialities of the child) Sculptor: A critic of the sculptor model(adult society shapes the youngaccording to its best norms and values) Funnel: Teacher funnels information intothe heads of children Pump: teacher brings out thepotentialities of the child Dr F.Long, Education8 9. Bubers Key Words Relation The teacher is skilled in the art of communicating(meeting) All education is a meeting (not like Robinson Crusoemodel) Freedom Not freedom from compulsion but freedom forcommunion (p.117) Freedom to be creative (as a creature of God) in thecontext of a meeting, an encounter Freedom to trust Interest To learn in the space between man and man (Inter-esse: das Zwischen)Dr F.Long, Education 9 10. Relation 3 forms of inclusion Competitive stance: Mutual understandingbetween equals who may nevertheless berivals (BMM, p. 126) Assymmetrical stance: One-sided experienceof inclusion: the educator must operate fromover there The educator stands at both ends of the common situation, the pupil only at one end BMM, p. 128 Symmetrical: Two-sided experience ofinclusion: a dialogical relation --- friendship Dr F.Long, Education10 11. Teacher qualities Have the confidenceto encountersomething that is newand different Accept pupils beforeattempting toinfluence them Present the messagethat there is a humantruth Dr F.Long, Education 11 12. Summary When people meet there is a common event Teacher lives through this event from twostandpoints Spiritually, the pupil needs to operate out ofhis confidence that there is a human truth,that the teacher accepts him/her beforetrying to influence him/her Meeting is not interference or influence butfreedom Dr F.Long, Education12 13. I do not accept any absolute formulas for living.No preconceived code can see ahead toeverything that can happen in a mans life. Aswe live, we grow and our beliefs change. Theymust change. So I think we should live with thisconstant discovery. We should be open to thisadventure in heightened awareness of living. Weshould stake our whole existence on ourwillingness to explore and experience. MartinBuberDr F.Long, Education 13 14. Further Reading BUBER, M. (1971) Between Man andMan, London, Fontana. COHEN, A. (1983) The EducationalPhilosophy of Martin Buber, New York?,Associated Universities Press. MURPHY, D. (1988) Martin BubersPhilosophy of Education, Dublin, IrishAcademic Press.Dr F.Long, Education 14 15. How humans can appear Agora (public space) Here humanity as such can appear Humanity as such appears under two formsDifference (plurality)Freshness (natality) Human beings appear as such through their actionsand speech In a totalitarian regime (tyranny), this kind ofappearance does not occur The difference and freshness of people do not count There is no in between place of respect and listeningDr F.Long, Education15 16. Hannah Arendt: The Human Condition(1958) 1.what kind of polity is in the classroom? A tyranny, but a tyranny without leaders, where no one has a valid political voice. majority opinion is never tested (Between Past and Future, p. 181) Both To protect the child from the world To protect the world from the childDr F.Long, Education 16 17. Second and Third Objections 2. treats teaching as a generic skill(p.182) 3. distorts learning into doing. Youknow only what you have done yourself INSTEAD CONSIDERHuman appearance IN TERMS OF Plurality Natality SpeechDr F.Long, Education 17