A pedagogy of emergent self-cultivation; why students should have a “sameness” and why they should not

Gibbs, Paul ORCID logoORCID: https://orcid.org/0000-0002-9773-3977 (2021) A pedagogy of emergent self-cultivation; why students should have a “sameness” and why they should not. Philosophy and Theory in Higher Education, 3 (2) . pp. 43-58. ISSN 2578-5753 [Article] (doi:10.3726/ptihe022021.0003)

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Abstract

There is much talk of the student voice and student centred higher education and perhaps the idea of a commonality of what a student is can be fairly clearly delineated by their function, but what is the basis of the singularity of the student that is central or whose unique voice we should hear? This paper looks at the nature of individuality and potentiality though the lens of the transcendentals. To do this it develops an interpretation of how the medieval philosophers discussed the transcendentals in the light of their causal powers. Utilising a notion of emergent causal powers I tentatively suggest a concept of higher education where the commonality of the transcendentals’ properties and powers so related offer a hermeneutic account of how we might create a pedagogy from the transcendentals nexus which has explanatory powers for our being

Item Type: Article
Research Areas: A. > Centre for Education Research and Scholarship (CERS)
Item ID: 32124
Notes on copyright: © 2021 Paul Gibbs - http://doi.org/10.3726/PTIHE022021.0003 - The online edition of this publication is available open access. Except where otherwise noted, content can be used under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0). For details go to http://creativecommons.org/licenses/by/4.0/
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Depositing User: Paul Gibbs
Date Deposited: 15 Feb 2021 19:01
Last Modified: 07 Jun 2022 05:05
URI: https://eprints.mdx.ac.uk/id/eprint/32124

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