Protected download page

Only accessible to registered users

(At present still free access) 

SPE 50, 1-2 (2013)

MARC SPOELDERS: HOMO PEDAGOGICUS, A CONTRIBUTOR TO EDUCATION FOR WISDOM AND HARMONY

Fernand Vandamme & Anne-Marie Cotton

Abstract

   The challenge of Pedagogy is to support people in different phases of their life cycle to help to develop themselves as individuals and as group members in their environment, to more wisdom and harmony.

Knowledge in its many forms plays an important role in this challenge. However, is knowledge as such sufficient? To what extend is wisdom more important, or harmony more relevant? Or both, wisdom and harmony?

Marc Spoelders, in his career, was the incarnation of the Pedagogue, who in his research and practice, in his training of pedagogues, has taken to heart at all levels this basic objective of pedagogy.

Important to him was the consciousness that wisdom and harmony must be approached from a pedagogical perspective as multi-layered, dynamic processes. We will discuss eight different layers from the perspective of Marc Spoelders’ commitment and dedication during his so fruitful professional career.

DAS GEWEBE VON NORMEN UND FAKTEN UND DIE UNIVERSELLE FÄHIGKEIT ZUM NACHDENKEN EINE PÄDAGOGISCH BEDEUTUNGSVOLLE BETRACHTUNG

Jan Dirk Imelman

Abstract

‘Was ist der Fall?’ und ‘Was soll ich tun?’ sind jedem Erzieher geläufige Fragen. Und ehe die zweite Frage überhaupt zur Sprache kommen kann, bedarf die erste Frage nach dem wirklichen Sachverhalt oft einer näheren Analyse. ‘Was ist eigentlich der Fall?’     

THE SIGNIFICANCE OF THE CLASSICS IN PHILOSOPHY OF EDUCATION. REREADING JOHANN FRIEDRICH HERBART AND THEODOR LITT

Wilna A.J. Meijer

Abstract

Italo Calvino’s beautiful essay, ‘Why Read the Classics?’ has been inspirational for this article. It is larded with references to literary authors: Dickens, Dostoyevski, Kafka, Proust, Zola, and many others, but what Calvino says about the appreciation and the lasting significance of the classics is as much applicable to the academic as to the literary domain. I would like to show here that it also holds for philosophy of education.

METAPHORS AND THE TEACHER'S PROFESSION

Pieter Van Biervliet

Abstract

Professor Marc Spoelders was a truly inspiring teacher in educational theory, and above all an eminent language educationalist. He cherished language as a precious asset. He liked to play with language. He loved verbal (and teasing) games with his students. First as an aesthetician, in second instance as a scientist he examined the role of language in education and in parenting.