This paper examines Axel Honneth’s social philosophical theory the Struggle for recognition in relation to the educational textbook Psykologi for lærestuderende og lærere. More specifically, it examines how Honneth’s theory of recognition can be recognized in a textbook used for the education of teachers. Today, Honneth is considered to be a pioneer in the field of social philosophy, and his theory has gained acceptance in many social science disciplines such as pedagogy. The paper will be based on the relevance of Honneth’s theory in relation to pedagogy, which to a large extend seems to have adopted a number of Honneth’s views. To elaborate this, an analysis of Honneth’s theory will provide an indication of where parallels can be drawn between the textbook and the theory of recognition. In addition to a suggestion of where the views of the two works are consistent, the analysis will furthermore indicate how relevant the theory is to the practices of pedagogy, as described in the textbook. Through the analysis of the theory, it is concluded that Honneth’s theory is relevant to the field of pedagogy, but at the same time that it can be problematic to transfer the social-philosophical views directly to practice. This is the case, as Honneth’s social theory aims at a moral society, whereas the textbook merely aims to assist newly educated teachers presume the opportunities for children’s development in the community in which they are living.
|Uddannelser||Basis - Humanistisk Bacheloruddannelse, (Bachelor uddannelse) Basis|
|Udgivelsesdato||17 dec. 2019|
|Vejledere||Anne Elisabeth Sejten|