Educare: A neglected dimension of educational thought

Author
Yonge, George D.

[Not a translation]  Educare one (1989) is an unpublished manuscript and Educare two is a shorter version published in Pedagogiekjoernaal/Journal of Pedagogics (1991) 12(1), 118-136. OUTLINE EDUCARE ONE ABSTRACT …2 Educare as the Source of an Educational Perspective …4 Fundamental Pedagogic Categories Constituting a Partial but Truly Educational Perspective on Educare …18 The educational situation: a fundamental pedagogic perspective on educare ...18 Fundamental Pedagogical Categories or Essential Structures of an Educational Situation …21 Relationship structure …21 1. Trust …21 2. Understanding …24 3. Authority …26 Sequence structure …28 1. Association (as being-by each other) …28 2. Encounter (as being-with each other) …29 3. Engagement (as being-for each other) …30 4. Pedagogic intervention (as acting with each other) …30 a) approval (usually by not interfering) …31 b) corrective action …30 5. Return to association (as being-by each other again) …32 6. Periodic breaking away from association (as being-away from each other) …34 Activity structure (as the mutual involvement of adult and child in educare) …37 1. Giving meaning with increasing responsibility …38 2. Gradually breaking away from lack of exertion …39 3. Exemplifying and emulating norms …40 4. Venturing (risking) with each other pedagogically …41 5. Being grateful for pedagogical security …42 6. Being responsible for educational relationships …42 7. Longing for future adulthood …43 8. Actualizing potentialities for adulthood …44 9. Gradually achieving adulthood (destination) …45 10. Increasing respect for human dignity …45 11. Achieving adulthood through increased self-understanding …46 12. Conquering of responsible freedom …47 Pedagogical aim structure (Normative adulthood as the aim of educare) …49 1. Meaningful existence …51 2. Self-judgment and self-understanding …52 3. Respect for human dignity …53 4. Morally independent choosing and responsible acting …53 5. Norm identification …53 6. Outlook on life (philosophy of life) …54 Conclusion …54 An Evaluation of the Premack Principle in Terms of Some Fundamental Pedagogical Categories (Criteria) …55 What is the Premack Principle? …57 A classroom application of the Premack Principle …58 A Fundamental Pedagogic Evaluation of the Premack Principle …59 Pedagogic authority (relationship) …59 Pedagogic intervention (sequence) …60 Norm exemplification and emulation (activity) …60 Norm identification (aim) …60 References …67