Resonance pedagogy is a young pedagogy based on Hartmut Rosa’s social theory of resonance. It is relational in its theoretical and applied focus and promotes the learner’s neurological motivational systems and related neurobiological processes. In education, it aims at ʻslowing downʼ the pedagogical processes and establishing resonant relationships between teacher, learner and learning material. In doing so, it advocates solidarity and cooperative collaboration, as well as creative and holistic approaches that combine both analytical and phenomenological ways of thinking. Instead of theoretical knowledge, it provides the learner with a resonant environment that opens space for exploration and in-depth engagement with the learning content. In this way, it helps the learner to overcome the ʻalienatedʼ attitude towards the world, which manifests itself in reflective attitudes and indifference and leads him to his own transformation through resonant relationships. Resonant pedagogy promotes ʻnew patternsʼ of thinking in education, which were already advocated by Gestalt pedagogy in the 1970s. There are many points of contact between their views on learning and teaching.
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