Teaching and Learning as a Pedagogic Pilgrimage Cultivating Faith, Hope and Imagination Routledge International Studies in the Philosophy of Education Series

Teaching and Learning as a Pedagogic Pilgrimage is premised on an argument that if higher education is to remain responsive to a public good, then teaching and learning must be in a perpetual state of reflection and change. It argues in defence of teaching and learning as constitutive of a pedagogic pilgrimage and draws on a range of scholars and theories to explore concepts such as transcendental journeys, belief, hope and imagination. The main objective of the book is to show how teaching and learning ought to be reconsidered in relation to that which lies beyond the parameters of the encounters, as well as that which is intrinsic to the encounters.

This book gives shape to rituals and routines of engagement and debate, before extending the limitations in deliberative pedagogic encounters to offer desirable outcomes in which both student and teacher can practice a spiritual take on teaching and learning along a continuum of ongoing action. Themes explored in the chapters include the following:

• Faith and deliberative encounters
• Post-human ethics of care in teaching and learning
• Diffracted teaching and learning

This book will be of great interest to academics, researchers and post-graduate students in the fields of philosophy of education, and teaching and learning in the philosophy of education. It will also appeal to school and university educators, policymakers and prospective teachers.

Chapter 1 Transcending the limitations of argumentation and persuasion: Towards a renewed understanding of deliberative encounters

Chapter 2 Deliberative encounters and the quest for transcendence

Chapter 3 On faith and deliberative encounters

Chapter 4 On hope and deliberative encounters

Chapter 5 Cultivating imagination through deliberative encounters

Chapter 6 What makes a good (ethical) teacher?

Chapter 7 Towards a post-human ethics of care in teaching and learning

Chapter 8 Doctoral supervision as a process of ethical becoming

Chapter 9 Diffracted teaching and learning

Chapter 10 Teaching and learning as endeavours of power, resistance and human flourishing

Chapter 11 Reflections on our pedagogic pilgrimages

Postscript On the pilgrimage of writing

Nuraan Davids is an associate professor of Philosophy of Education at Stellenbosch University, South Africa.

Yusef Waghid is a distinguished professor of Philosophy of Education at Stellenbosch University, South Africa.