Browsing by Subject "Pedagoginen rakkaus"

The purpose of this Master’s Thesis was to describe and understand the memories and perceptions of warm interaction of teacher students studying early childhood education. Previous educational philosophy studies have shown that the relationships between the one-caring and cared-for and caring itself have an impact on the development of warm interaction. The theoretical framework of this thesis is based on Simo Skinnari’s perception of pedagogical love, Nel Nodding’s theory of ethics of care and Martin Buber’s theory of the conditions of dialogue supplemented by Veli-Matti Värri. The aim of this study is to foster deeper deliberation considering one’s own educational ideals and ways of acting in working life. The data was collected in quite free-structured one-on-one interviews that also make use of oral history research. Five students from the University of Helsinki participated in the study in September 2021. The research was qualitative, and both hermeneutic and thematic methodology were applied in the analysis. The results of this study show that developing the conditions of dialogue in I-Thou relationship between one-caring and cared-for is supported by understanding the other with sensitivity, recognizing and responding to the needs of the other, and a desire to see the uniqueness of the other. In addition, considering one’s own perceptions of education and work practices helps to improve professional skills. In summary, dialogue in interaction supports the emergence of warm interactions. The results of this study can be used in further research related to interaction.