id	author	title	date	pages	extension	mime	words	sentence	flesch	summary	cache	txt
ger-623	Kenklies, Karsten	Pedagogies in Dissonance: The Transformation of Pedagogical Tact	2023	14	.pdf	application/pdf	7675	334	51	Such is the systematic problem that Herbart needs to solve if he thinks of educational theory in terms of a truly academic theory that somehow has to guide and inform educational practice. As we were able to see, some of the American Herbartians did indeed take an interest (notably the McMurrys), and their explorations deserve more attention; 2) van Manen is incorrect in stating that Herbart speaks of tact as that which manifests itself in instant judgements and quick decisions in everyday life – Herbart clearly and deliberately speaks of tact as that mediator between theory and practice, which therefore plays a role only for the theorist who practices his theory (so, not everyone shows the tact Herbart is speaking of, and for those few people it is relevant not in everyday life but only in those activities that attempt to follow a theory); 3) van Manen is too quick in interpreting the German Gefühl (unhelpfully translated here as feeling or sensitivity) as some kind of emotional reaction to a situation, whereas for Herbart the emphasis lies on the unconsciousness of the reasons for the action (which means they still result from some sort of intellectual activity without this being a conscious series of acts of reflection); 4) van Manen refers to tact as somewhat mechanistic without giving reasons for this kind of evaluation, while for Herbart, as well as for Ziller, tact is a capacity to act according to reasons and principles without being able to recall the reasons in every given moment (which does make tact not mechanistic – at least not more than reasoning itself may be called mechanistic as it invites us to act constantly according to rules and principles (i.e. theories); 5) van Manen proposes that tact should not help “converting theory into practice”, but should support the educator in overcoming the “separation of theory from practice” – shifting here from an interpretative framework (in which notions are used to interpret reality, and in which, therefore, educational theory is used to interpret a given situation as an educational situation in the first place, and in which the main question is whether or not the interpretation of a situation, i.e. the application of notions to world, is appropriate or successful) to a more phenomenological framework (in which apparently the situation reveals itself somehow to the observer or participant without the additional act of interpreting – interestingly a position that comes close to what Herbart describes in his explorations of education as the aesthetic representation of the world); and 6) van Manen arrives consequently at a point where he re- interprets Pedagogical Tact not as a mediator between theory and practice – the systematic problem that Herbart tried to solve –, but as an educator’s state of mind in which the situation, Pedagogies in Dissonance 125 i.e., the student, can unveil itself in a way that allows the educator to react “thoughtfully” to the situation, whereby this now has little to do with thoughts but more with an emotional sensitivity that is able to “feel” the student.	cache/ger-623.pdf	txt/ger-623.txt