The Poet's Corpus in Love: Passionate Pedagogy

Pauline Sameshima, Carl Leggo

Abstract


This article explores the significance of and relationship among eros, love, self, and other, in educational settings and learning relationships through a series of letters between the two authors. The epistolary format is intended to demonstrate the simplicity of learning in open relationships as well as the complicated nature of the topic. The authors suggest that when the inloveness of educational eros is acknowledged in the dialogic space between teacher and learner, transformational knowing possibilities are greatly enhanced. The authors discuss learning as relatedness, learning as eros, and learning as love. They suggest that the complexity of love needs to be acknowledged and narrated with a creative and pedagogical commitment in learning spaces.

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JCT: Journal of Curriculum Theorizing is an interdisciplinary journal of curriculum studies. It offers an academic forum for scholarly discussions of curriculum. Historically aligned with the "reconceptualist" movement in curriculum theorizing, and oriented toward informing and affecting classroom practice, JCT presents compelling pieces within forms that challenge disciplinary, genre, and textual boundaries.

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