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Browsing by Subject "pedagoginen rakkaus"

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  • Kotikouluilmiö personalistisen kasvatusfilosofian valossa 
    Pelkonen, Suvi (2015)
    Aims. This study examines the phenomenon of home school both philosophically and by analyzing interview data. After the introduction to the context of home school, internationally and in Finland, the whole idea is analyzed in the light of personalistic philosophy. The interview data is also analyzed by the same philosophical tradition. The aim is to find out to what extent parents' reasoning, values and criticism of school system reveal traits of personalism. Methods. The concept of personalism in this study is based especially in the philosophical writings of Martin Buber, Emmanuel Mounier, Karol Wojtyla, Emmanuel Levinas and John MacMurray. All of them emphasized the importance of a human person and love as communion of persons. Out of their ideas, I have conducted the key values of personalism. Data consists of 12 interviews, each lasting around one hour. Data is divided up to the reasons why parents want to home school, what kind of criticism they give for the school system and what kind of values their ideas carry. Results and conclusions. From the perspective of personalism the person, who loves the child the most, should educate the child. The personalistic idea of love is contrary to using someone as means to end. Each child should be loved for his or her own sake. Personalism thus challenges the whole school system, which holds many instrumental characteristics. If parents choose to educate their children at home in order to create deeper relationships with them, this could be seen as a personalistic value decision. In this study, the parents were justifying their choice by arguments of problems in school, intimacy in the family, possibility of learning that is more authentic, child's wish and their own wish to convey a certain worldview to their children. All the personalistic values were found in the data but particularly focus was on intimacy and authenticity. These could be seen as the charasteristics of personalism which emphasizes both love and autonomy of a person. From the personalistic horizon of significance, intimacy could be seen as justification for home school (see also Merry and Howell, 2009).
  • ”Oppilaat voivat unohtaa, mitä heille opetit, mutta eivät koskaan sitä, mitä sait heidät tuntemaan” : korkeakouluopiskelijoiden muistoja lämpimistä pedagogisista vuorovaikutussuhteista 
    Peräkylä, Henna (2020)
    The aim of this study was to investigate from what a warm student-teacher relationship consists of and how this relationship is meaningful to a pupil’s life path. Earlier studies have shown that pedagogical relationship is much more than just a way to get an education for a child. It is a life experience which an individual carries with them possibly for the rest of their life. Therefore, it is important that the relationship is seen as positive. This study aims to describe, analyze and interpret these warm pedagogical relationships through narrative research on participants’ memories of their teachers. The study asks what kind of warm memories the participants have of their teachers and how these memories have influenced participants life paths. Research data consisted of semi-structured interviews of five university students. The participated students were approximately 20 to 30 years old and all represented different field of study. Semi-structured interview was constructed based on earlier research and it consisted of three themes: dialogue, pedagogical love and pedagogical authority. This study was qualitative, and the data was analyzed by using content analysis, coding and thematizing. The results show clearly, how meaningful the teacher’s role is in a pupil’s life and how the teacher can affect a child’s life even after the school years. Teachers that stayed in university students’ memories, were seen very similar compared to each other. The studied themes appeared in their pedagogical interactions through eight different subthemes. Participants also experienced that these teachers gave them a lot of skills to use even after the school years. University students noted that they had received tools for working life from their teachers, and teachers had also affected their carrier choices and broadened their worldviews. There results can be utilized by raising the educators’ awareness about this subject and also as a guide on how to create warm interaction in classrooms.

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