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

Alan Bainbridge

Research Output: Contribution to journal Article Peer-review

Open access

Abstract

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.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Journal (Volume, Issue Number)

Journal of pedagogic development

Publication milestones

Published - 2015

Publication status

Published - 2015

ISSN

2047-3265

External Publication IDs

handle.net: 10547/584230

Access to documents

225-582-1-SM.pdf

Final published version, 248.41 KB

License:CC BY-NC-ND

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