Beyond Chronic Pedagogy: A Conversation

Abstract

This chapter is presented in the form of one long conversation between teachers about time, perception, theory, and the work of the teacher. It is edited and reconstructed out of several discussions held over a period. The free and open conversation has the advantage of proceeding phenomenologically and hermeneutically, making small corrections along a multiplicity of viewpoints and existential stances, but always aiming toward getting beyond the arbitrary boundaries set up through reductionism, and breaking through the wall that convention and intellectual lethargy has erected. The sense is that this kind of conversation or dialogue ought to be at the heart of emancipatory education, but unfortunately, that is rarely the case. As the conversation deepens there appears between the participants a new aesthetic of becoming that links time, creativity, and the intuitive dimension giving rise to a new understanding of teachers’ work.