Pedagogy of recognition: Winnicott, Honneth and learning in psychosocial spaces

4.00
Hdl Handle:
http://hdl.handle.net/10547/584230
Title:
Pedagogy of recognition: Winnicott, Honneth and learning in psychosocial spaces
Authors:
Bainbridge, Alan
Abstract:
This paper explores the links between Donald Winnicott and Axel Honneth in relation to developing a pedagogy based on recognition. Winnicott's understanding of emotional development is centred on the intimate infant/mother dyad, in which the notions of ‘good enough mothering’, potential spaces and the true and false self are central to developing a sense of selfhood. Honneth’s three part model of relating-to-self proposes that the recognition of others has an impact on constructing an identity that has social and cultural value. A synthesis of these two approaches provides a pedagogical framework based on mutual recognition with caring relationships. For example, ‘good enough’ (m)others are able to recognise and acknowledge that the infant is deserving of love, which leads to a learner who has the self-confidence to feel as though their efforts are of value. Recognition that learners have autonomy and can participate in playful potential spaces provides self-respect to enable learners to separate and be active agents. Finally, the wider recognition that individuals are valued and contribute to the community provides learners with a meaningful sense of self that has sufficient self-esteem for a creative and spontaneous true self to encounter learning throughout the lifespan.
Citation:
Bainbridge, A. (2015) 'Pedagogy of recognition: Winnicott, Honneth and learning in psychosocial spaces' Journal of pedagogic development 5 (3)
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
2015
URI:
http://hdl.handle.net/10547/584230
Additional Links:
https://journals.beds.ac.uk/ojs/index.php/jpd/article/view/225
Type:
Article
Language:
en
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorBainbridge, Alanen
dc.date.accessioned2015-12-21T11:06:19Zen
dc.date.available2015-12-21T11:06:19Zen
dc.date.issued2015en
dc.identifier.citationBainbridge, A. (2015) 'Pedagogy of recognition: Winnicott, Honneth and learning in psychosocial spaces' Journal of pedagogic development 5 (3)en
dc.identifier.issn2047-3265en
dc.identifier.urihttp://hdl.handle.net/10547/584230en
dc.description.abstractThis paper explores the links between Donald Winnicott and Axel Honneth in relation to developing a pedagogy based on recognition. Winnicott's understanding of emotional development is centred on the intimate infant/mother dyad, in which the notions of ‘good enough mothering’, potential spaces and the true and false self are central to developing a sense of selfhood. Honneth’s three part model of relating-to-self proposes that the recognition of others has an impact on constructing an identity that has social and cultural value. A synthesis of these two approaches provides a pedagogical framework based on mutual recognition with caring relationships. For example, ‘good enough’ (m)others are able to recognise and acknowledge that the infant is deserving of love, which leads to a learner who has the self-confidence to feel as though their efforts are of value. Recognition that learners have autonomy and can participate in playful potential spaces provides self-respect to enable learners to separate and be active agents. Finally, the wider recognition that individuals are valued and contribute to the community provides learners with a meaningful sense of self that has sufficient self-esteem for a creative and spontaneous true self to encounter learning throughout the lifespan.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/225en
dc.subjectWinnicotten
dc.subjectHonnethen
dc.subjectrecognitionen
dc.subjectlearningen
dc.subjecteducationen
dc.subjectexperienceen
dc.subjectpotentialen
dc.subjectX300 Academic studies in Educationen
dc.titlePedagogy of recognition: Winnicott, Honneth and learning in psychosocial spacesen
dc.typeArticleen
dc.identifier.journalJournal of pedagogic developmenten
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