• Joris Vlieghe
  • Piotr Zamojski
Part of the Contemporary Philosophies and Theories in Education book series (COPT, volume 11)


In this introductory chapter we set out the background for writing this book, the main ideas and arguments we develop and the way in which the following chapters are ordered. Developing a post-critical and affirmative perspective we have defended elsewhere, we address here the issue of why teaching is important. We do this by fleshing out an ontological account of the teacher, i.e. by analysing (in a phenomenological manner) what makes a teacher into a teacher. Our goal is not to come up with a final description of teaching, nor to prescribe what teachers should do. Instead, we propose a way of thinking and speaking that might enable teachers to recognise the intrinsic worth of what they are already doing and experiencing, and possibly a language that might also enable others (i.e. future teachers) to teach – and hence to reclaim teaching.


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Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Joris Vlieghe
    • 1
  • Piotr Zamojski
    • 2
  1. 1.KU LeuvenLeuvenBelgium
  2. 2.University of GdańskGdańskPoland

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