Johannes Rytzler

Mälardalen University | MDH · School of Education, Culture and Communication

While the aesthetics of Rancière is a well-explored topic, there has been something missing from the reception of his works, and that is the relation between Rancière’s aesthetics and music. However, in recent years an interest in this relation has resulted in several academic contributions, which is sign enough that there is in fact a musical elem...

In this article, we discuss the centrality of improvisation for teaching, based particularly on readings of Cassin (2014, 2020), Rancière (1991, 1999, 2013, 2020), and Bailey (1992). Our starting point is that there simply can be no teaching without improvisation, i.e., the delicate practice of responding to, situating, and attuning to events withi...

This article highlights the educational and the aesthetic significance of the subject matter (i.e., “the third thing”) in the relationship between teacher and pupil. This, through a reading of two texts, one written by the 19th century educationist and German philosopher Johann Friedrich Herbart, and one written by the contemporary philosopher and...

In this article, mentors’ perceptions of paired practicum in initial teacher education in Sweden are studied. Taking the mentors’ perspective, we describe the potentials and the pitfalls of paired practicum. The pros and cons of the model are analyzed from a perspective of learning the vocation of teaching as a two-sided endeavor. Inspired by a mod...

Attentiveness is a crucial aspect in the practice of teaching. As teaching always is teaching about something, ideas, values, events, or objects, it both draws and forms the attention of the students. When contemplating on and looking into the term “attention”, it is apparent that it is not at all, a clear and well-defined concept. Acknowledging th...

Didaktik as content and form in Teacher Training: Resistance, challenges and possibilities. The aim of this article is to, through a pedagogical-philosophical argument, illustrate how didactical perspectives can contribute to a more nuanced understanding of the transformative content and pedagogy of teacher education. We begin by discussing the ped...

In this chapoter, we offer a pedagogical interpretation of the concept of sustainable development. Applying a pedagogical-philosophical perspective, we set out to question the prevailing system of education and the political imperative it is based on, as it does not seem to take the idea of sustainable development seriously. In its present form, th...

Through writings of Simone Weil and Michel Foucault, the article explores the notion of education as the formation of the attending and attentive subjects. Both writers have in different ways acknowledged the important relation between attention and the self. While Weil develops a spiritual form of attention, an attention which can be trained in an...

European higher education has been highly influenced by the Bologna-process, entailing coordination and standardisation from policy to teaching practices. This led to increased demands on university teachers. Courses in university pedagogy are required as part of competence development and have become decisive for employment. Constructive Alignment...

In this article, I examine how attention can be understood as a teaching phenomenon that can be created, shaped and shared in teaching practice. The article is based on a radical relational perspective on pedagogy and can be seen as a contribution to an established pedagogical-philosophical discussion about attention as a relational phenomenon. The...

I denna artikel diskuterar vi rådande utbildningspolitiska ideal för högre utbildning och deras konsekvenser för högskolepedagogikens pedagogiska och didaktiska dimensioner. Högskolepedagogik kontextualiseras som utbildningsfenomen i relation till en internationell utbildningspolitisk utveckling. Sedan diskuterar vi John Biggs Constructive Alignmen...

The purpose of the thesis is to put forth and explore a notion of teaching as a practice of attention formation. Drawing on educational philosophy and the Didaktik/Pädagogik-traditions, teaching is explored as a relational and lived-though practice that can promote, form, and share attention. In the context of teaching, attention is connected to th...

This paper explores the relation between teaching as attention formation and curiosity. The overall purpose is to promote a notion of the teacher as a guardian of the boundary between the reasonable and the unreasonable, especially in relation to the students’ exploration of the unknown.

In the paper I intend to explore the formation of attention as a significant characteristic of educational relations. The task is to show how attention can be understood from the intergenerational and interpersonal traits of education itself. This will be done through a discussion where the two principles Aufforderung zur Selbsttätigkeit and Bildsa...

In this paper I focus on the becoming of an attentive subject, drawing from the notion of education as a call from outside (Biesta 2013, Todd 2003) and the notion of education as a summons (Fichte 1796-7/2000, Uljens 2001). The paper departs from Stiegler’s (2010) discussions on how the young generation seems to form its attentive abilities through...

In this paper I explore some premises for establishing and detecting an educational relation through the activity of a certain attention, which here will be developed out of some ideas from Jacques Rancière. Rancière’s critique of relations within educational institutions is that they are most often failing attempts of emancipation (1991, 2005). Th...