Education – An Institutionalisation of Teaching

  • Halvor Hoveid
  • Marit Honerød Hoveid
Part of the Contemporary Philosophies and Theories in Education book series (COPT, volume 12)


Today, some contemporaries are tempted to understand and express freedom as if it exists outside of institutions. Then education has failed in its mediation of the institutional bonding between participants in a democracy and between generations. This chapter discusses the grounding of teaching as an act mediating mutual responsibility in society. Thus, teaching opens a space for the student to become a free individual with knowledge who supports the living in a sustainable society respecting freedom and obligation.

The mediation of freedom and institution is expressed through the reflexivity of teaching. This reflexivity of teaching is expressed through a teacher’s judgements of what is good or bad, permitted or forbidden. Through her mediation of these judgements the teacher “… institute the social bond and the modes of identity attached to it” (Ricoeur, 2005, p. 137). This is how the mediation of teaching affects the social groups of students in school through the teaching of knowledge of society. We argue that teaching must enact democracy as an institution giving and securing human rights and an obligation toward the representation of this democracy. Teaching must then represent a knowledge that is sustainable over time for all students.


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Copyright information

© Springer Nature Switzerland AG 2019

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

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