Evaluations and the Forgetfulness of Pedagogical Relations: Remarks on Educational Authority
Evaluations and the Forgetfulness of Pedagogical Relations: Remarks on Educational Authority
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评价与教育关系的遗忘：对教育权威的评论
DOI：
10.1111/edth.12024
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发表时间：
2013
影响因子：
1
通讯作者：
Christiane
中科院分区：
文献类型：
--
作者：
Thompson;Christiane
在这篇文章中，克里斯蒂安·汤普森讨论了评价实践的问题，特别是学生对教学的评价(SET)，以及它们在大学环境中对教学关系的影响。在文章的第一部分，汤普森引用了米歇尔·福柯对权力的分析，展示了大学教学是如何根据义务、责任和保证的概念来定义的。由于SET使用的增多而导致的教学关系的遗忘，促使汤普森在文章的第二部分重新思考教学关系的意义。根据“教育权威”的概念和福柯的权力框架，汤普森认为，教育是关于教育关系与他者的持续再制度。在最后一节中，汤普森反思了教授在构建一个“探究社区”方面的“权威”：具体地说，研讨会被解读为一种教学环境，意味着一种与SET所暗示的不同的“存在”。最后，她考虑了研讨会环境提供的可能性和局限性，以及我们如何(通过评估实践)讨论这个问题。
In this essay, Christiane Thompson addresses the question of evaluative practices, particularly student evaluation of teaching (SET), and their effects with respect to pedagogical relations in the university setting. In the first part of the essay, Thompson draws on Michel Foucault's analysis of power to show how university teaching has come to be defined according to notions of obligation, accountability, and assurance. The forgetfulness of pedagogical relations that results from the increasing use of SET prompts Thompson torethinkthe significance of pedagogical relations in the second part of the essay. Referring to the notion of “educational authority” and Foucault's framework of power, Thompson argues that education is about the continuous re‐institution of pedagogical relation to the other. In the final section, Thompson reflects upon the professor's “authority” in terms of constituting a “community of inquiry”: specifically, the seminar is interpreted as a pedagogical setting that implies a different “being‐with” than SET suggests. She concludes by considering what possibilities and limitations the seminar setting offers and how we can discuss this issue (by means of evaluative practice).