ࡱ> P(-e2 `/ 0DArialao(0(B 0 "DVerdanao(0(B 0 "@ .  @n?" dd@  @@`` 80d21 21**21**21//// ..5 HH,,>>  ()    HG   ..~21 0AA@8 e fwU ʚ;Od8ʚ;g4dddd@B 0pp<4ddddlpC 0ho <4!d!dlhG 080___PPT10 pp? %O  =G-Pedagogy and culture a theoretical approach p zGunvor Lkken Queen Maud s College Trondheim Norway >P>bTheoretical basis" *Lvlie, L., Mortensen, K.P. & Nordenbo, S.E. (2003). Educating humanity. Bildung in postmodernity. Oxford: Blackwell. Lkken, G. (2006). The  toddler as a social construct i early childhood pedagogy. Key note presentation for the OMEP World Conference in Troms Aug.9.-11. R5.'@H        Pedagogy: by virtue of cultured<Pais (boy) agogos (to lead) Ancient paideia Neo-humanism - Bildung Modernism  democracy Post-modernism  hypertransformation Pedagogy  cultural by nature   2      PaideiaUpbringing and education in society Carried out in the polis (public place) Knowledge and insight through questions Leading the child to and from school Dialogues in addition to formal lessons given at schoolH[ /         BildungRecapturing the ancient paideia Public and private  The most general, animated and unstrained interplay between the self and the world (Humboldt, 1795/1960:236) Wechselwirkung (societal and existential) History, art, literature, music and philosophyx4 ;J         Democracy Political turn of Bildung in the 1960 s Polar relations in pedagogy (Theodor Litt) Polarities seen as simultaneously existing and mutually interplaying (Child-pedagogue) preventing partiality and fanaticism, nurturing democracy 6<         HypertransformationSelf-transformation in tandem with societal transformation Continuously remaking and rescribing our lives   life-edification Hypertransformation  high speed Cannot claim universal validity$=l     Tecno-cultural Bildung$0X The younger generation intensely appear together on the Internet, and they appear even more intensely together in blended situations where the mobile telephone is part of the running conversation between people who are physically together. .. The hypertransformation appears in the intensity of these dialogues, which are most  poetic or creative just because they are unsettled and transitory. Nevertheless, what it all the way is about is the retrieving of oneself in relation to the other. (Lvlie, 2003, p.354, my translation and underlining.)X-P 5g 2          Toddler-cultural Bildung0{ "running, one at a time, but without following each other, the full length of the room from one definite point (murals, door, handrail or radiator) on one side of the room, over to the window on the opposite side. The children wait until all the players have reached the end point before beginning to run back, one at a time, to the starting point. At the beginning moment he begins running, each child allmost always loudly vocalizes 'ba-o-o' or just 'a-o-o'.... On several occasions, when the point of arrival is the door or radiator, the children bang their hands on it in turn as they get there" (Musatti and Panni 1981, p.20). .|Pr             #Techno- and toddlerculture compared$$JIntense appearance in (literally) running conversations Unsettled and transitory dialogues and therefore  poetic and creative Personal twist in similar activity Retrieving oneself in relation to the others Hypertransformation in proximal zonesZ        Bildung and pedagogy0Transformation in interplaying motion between simultaneously existing polarities, of which the pedagogue may be one Continuous processes of dialogue outside as well as at school Human beings recognizing each other as similar and at the same time uniquely cultural* #       Bildung and pedagogy (cont.)V\Seeing and learning to know cultural differences as well as similarities walking along with as part of children s Bildungprocesses, be it the barnehage-toddler or the techno-cultural youngster, with group belonging to the travellers as well as indigenous people 6/q2 p< )           Conclusions A pedagogical notion of our time must include the view that the child of this time is actively contributing to the construction of him- or herself, as well as of the persons, objects, surroundings and cultures of the world in which he or she lives and with which he or she interacts.         conclusions 8The chosen milestones of the Bildung-tradition in pedagogy point in the direction of the barnehage as a polis for young citizens to meet, to share a possible manifold of dialogues in adult-child-interaction, child-child-interaction and in interplay with disciplines like art, music, drama/theatre and literature.T9Z5 P         conclusions 9This barnehage-polis also offers the opportunity of practising democracy at a very young age, in interplay with the official mandate of the pedagogue This polis is much more than a place to be cared for while parents are at work, and much more than a pre-school preparation for learning to read, write and count. 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