ABSTRACT

We have become well-familiar with how unpoetic teaching can be. The prevalence, furthered by much recent reform, of a systematic school culture focused on accountability, standardisation, and learnification often renders teaching dehumanised work. This paper theorises a poetics of teaching. We begin considering poetics, focusing on figurative language as a concept at the core of the art. Figurative language offers a model for figurative education, in which teachers treat their practice as metaphors treat language, a move that opens education towards complexity and ambiguity. Further, we consider what makes poetry matter to people: resonance, or the relational aspects of writing. We explore resonance in conversation with philosophies of relationality, theorising how poetic teaching necessitates an engagement with the relational. We find what may be required to teach poetically is risk-taking, risks all the more beautiful for the ways they engage teachers and students as complex persons doing meaningful work.

摘要

我们已经非常熟悉没有诗意的教学。最近的改革进一步推动了以问责制、标准化和学习为重点的系统化学校文化的盛行，这常常使教学工作变得非人性化。本文提出了一种教学诗学理论。我们开始考虑诗学，将比喻语言作为艺术的核心概念。比喻语言为比喻教育提供了一种模式，在这种模式中，教师将他们的实践视为隐喻对待语言，这一举措使教育走向复杂性和模糊性。此外，我们考虑是什么让诗歌对人们很重要：共鸣，或写作的关系方面。我们探索与关系哲学的对话中的共鸣，理论化诗歌教学如何需要与关系的接触。