ABSTRACT

This paper explores a common representational form of teaching that has reappeared in current educational theory: the figure of the teacher as one who points. Informed by Nicolas Bourriaud’s notion of relational aesthetics I outline how the form of pointing is actually a relational formation that invites students into certain relationships with objects of study as well as with teachers themselves. Focusing on relational encounters as central to teaching, I argue in the second part of the paper that movement and the dynamics of touch are key to reframing teaching as bodily enactment. Drawing on the work of Erin Manning, I explore how movement and touch are generative of educational relations and how they enable students and teacher to co-create educational spaces together. Teaching as bodily enactment enables us to understand how physical bodies matter in and to our educational practices as well as our representations of them.

摘要

本文探讨了在当前教育理论中重新出现的一种常见的教学表征形式：教师作为指点者的形象。根据 Nicolas Bourriaud 的关系美学概念，我概述了指向的形式实际上是一种关系形式，它邀请学生与研究对象以及与教师本身建立某种关系。关注作为教学核心的关系遭遇，我在论文的第二部分认为，运动和触觉的动态是将教学重新定义为身体表演的关键。借鉴 Erin Manning 的作品，我探讨了运动和触觉如何产生教育关系，以及它们如何使学生和教师共同创造教育空间。