Pedagogy of recognition: Winnicott, Honneth and learning in psychosocial spaces

This paper explores the links between Donald Winnicott and Axel Honneth in relation to developing a pedagogy based on recognition. Winnicott's understanding of emotional development is centred on the intimate infant/mother dyad, in which the notions of ‘good enough mothering’, potential spaces and the true and false self are central to developing a sense of selfhood. Honneth’s three part model of relating-to-self proposes that the recognition of others has an impact on constructing an identity that has social and cultural value. A synthesis of these two approaches provides a pedagogical framework based on mutual recognition with caring relationships. For example, ‘good enough’ (m)others are able to recognise and acknowledge that the infant is deserving of love, which leads to a learner who has the self-confidence to feel as though their efforts are of value. Recognition that learners have autonomy and can participate in playful potential spaces provides self-respect to enable learners to separate and be active agents. Finally, the wider recognition that individuals are valued and contribute to the community provides learners with a meaningful sense of self that has sufficient self-esteem for a creative and spontaneous true self to encounter learning throughout the lifespan.