Theories about relationships impact the ways in which we imagine that teachers and students can or should interact. These theories often involve either individualistic or relational assumptions. A contrast has been made between theories that assume that the individual is primary, and the relationship secondary, and those that assume that the relationship is primary and the individual secondary. Roughly mapping on to these assumptions are the implications that educational relationships either ought to facilitate autonomy or community, emancipation or socialization. I argue that educational contexts occupy a liminal space at the boundaries of multiple contexts, and so have limited ability to either emancipate or socialize students relative to these contexts. However, the very liminality of the educational space allows for a unique view and exploration of these contexts using autonomy and community as means rather than ends of education. Learning, described here as re-co-gnition, is facilitated as students move away from and then return to the liminal (relational), and teachers and students view again together (recognize) the boundaries of these various contexts as they intersect at the school. Implications for teaching in this liminal space are explored for recognizing relationships between student and teacher, childhood and adulthood, home and the “outside world,” and boundaries within and between disciplines.

中文翻译：

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关系认可、教育限制和师生关系

关于关系的理论会影响我们想象教师和学生可以或应该互动的方式。这些理论通常涉及个人主义或关系假设。假设个人是主要的，关系是次要的，以及那些假设关系是主要的，个人是次要的理论之间进行了对比。大致映射到这些假设是教育关系应该促进自治或社区、解放或社会化的含义。我认为教育环境在多个环境的边界上占据了一个阈限空间，因此相对于这些环境而言，解放学生或使学生社交的能力有限。然而，教育空间的极限允许使用自治和社区作为教育手段而不是教育目的对这些背景进行独特的观察和探索。学习，这里被描述为重新认知，当学生离开然后又回到阈值（关系）时会得到促进，当他们在学校相交时，教师和学生再次一起查看（识别）这些不同背景的边界. 探索在这个阈限空间中进行教学的意义，以识别学生与教师、童年与成年、家庭与“外部世界”之间的关系，以及学科内部和学科之间的界限。随着学生离开然后又回到阈限（关系），教师和学生在学校相交时再次一起查看（识别）这些不同背景的界限，这会促进学习。探索在这个阈限空间中进行教学的意义，以识别学生与教师、童年与成年、家庭与“外部世界”之间的关系，以及学科内部和学科之间的界限。随着学生离开然后又回到阈限（关系），教师和学生在学校相交时再次一起查看（识别）这些不同背景的界限，这会促进学习。探索在这个阈限空间中进行教学的意义，以识别学生与教师、童年与成年、家庭与“外部世界”之间的关系，以及学科内部和学科之间的界限。