Teeters, (Taught)ers, and Dangling Suspended Moments: Phenomenologically Orienting to the Moment(um) of Pedagogy

• Published in: Phenomenology & practice Vol. 9; no. 1; pp. 71 - 82
• Main Authors: Knowles, Kelsey, Lloyd, Rebecca
• Format: Journal Article
• Language: English
• Published: University of Alberta 05.08.2015
• ISSN: 1913-4711; 1913-4711
• DOI: 10.29173/pandpr25363

My intention in writing this article is to illustrate how I engage with the process of orienting to the meaning of pedagogy by inquiring into several moments in my life where I am able to fully experience its (moment)um. I begin this phenomenological inquiry by plunging into my experience on a teeter-totter as a young child, and use the sense of ups and downs as a metaphor for the tensions of weight and weightlessness, comfort and challenge that characterize the pedagogical world. I then attempt to gain a more perceptual understanding of pedagogy by narrowing in on the suspended moment, which becomes a metaphor for the pedagogical moments of support, vulnerability, and opening that emanate from this tension. In these particular moments, I am able to dwell in the spaces in-between my everyday ups and downs and become existentially conscious and pedagogically connected to the world around me. By metaphorically connecting each of these moments to my teeter-totter experience, I illustrate how embracing the tensions of life and allowing myself to dwell in a suspended moment, deepens my perceptual understanding of pedagogy and influences my current pedagogical practice as a new teacher and master’s student.