Making Education Educational

A Reflexive Approach to Teaching

  • Halvor Hoveid
  • Marit Honerød Hoveid

Part of the Contemporary Philosophies and Theories in Education book series (COPT, volume 12)

Table of contents

  1. Front Matter
    Pages i-xvi
  2. Halvor Hoveid, Marit Honerød Hoveid
    Pages 1-27
  3. Halvor Hoveid, Marit Honerød Hoveid
    Pages 29-45
  4. Halvor Hoveid, Marit Honerød Hoveid
    Pages 47-78
  5. Halvor Hoveid, Marit Honerød Hoveid
    Pages 79-102
  6. Halvor Hoveid, Marit Honerød Hoveid
    Pages 103-126
  7. Halvor Hoveid, Marit Honerød Hoveid
    Pages 127-146
  8. Halvor Hoveid, Marit Honerød Hoveid
    Pages 147-177
  9. Halvor Hoveid, Marit Honerød Hoveid
    Pages 179-197

About this book


This book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching must create attention towards processes of collectivity in the classroom. Today, teaching is both acts of expressing knowledge and acts of securing justice to all students through a mediation of knowledge. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge.

The authors argue for teaching as the driver of education. To pay attention to teaching is to pay attention to that which is inside the system of education. To consider education as a mediation of knowledge between generations, places teaching as an act of performing the content of education, in a class in a school. The complexity of these processes is easily overlooked when education is used as a means in competitive economies. The approach taken in this text is that deliberations about teaching must be based on historicity. The support for this argument builds on a reading of the French philosopher Paul Ricoeur.

The book addresses teaching as an integral part of the learning process. In education today, everything seems to be concentrated around learning, as if teaching no longer takes place. Teachers and teacher educators need a language to discuss and understand teaching, both as personal and institutional actions. A Ricoeurian approach to a discussion on teaching as a reflexive and institutional practice, provides a timely approach to important questions related to teaching in our day and age.


Paul Ricoeur Teaching and learning processes Ricoeurian perspective on teaching and learning. Reflexivity Action Theory Practical Reason Institutionalisation Mutual recognition reflexivity in teaching

Authors and affiliations

  • Halvor Hoveid
    • 1
  • Marit Honerød Hoveid
    • 2
  1. 1.Department of Teacher EducationNorwegian University of Science and TechnologyTrondheimNorway
  2. 2.Department of Education and Lifelong LearningNorwegian University of Science and TechnologyTrondheimNorway

Bibliographic information

  • DOI
  • Copyright Information Springer Nature Switzerland AG 2019
  • Publisher Name Springer, Cham
  • eBook Packages Education Education (R0)
  • Print ISBN 978-3-030-27075-9
  • Online ISBN 978-3-030-27076-6
  • Series Print ISSN 2214-9759
  • Series Online ISSN 2214-9767
  • Buy this book on publisher's site