The Lifeworld of the Classroom

This chapter focuses on the more concrete role of teaching and move away from the underlying meaning of instructing. For instructing implies lack of interest in the lifeworld of the classroom. In the lifeworld of the classroom, bodies and embodiment are often ignored, but always influential. Teachers who are open to the meaning of the lifeworld of the classroom will display a much more egalitarian than authoritarian stance as they embrace intersubjectivity in their relationship with students and toward course content. Many higher education “instructors” focus almost exclusively on training students, on transmitting the knowledge and skills of course content. For perception involves a given perspective, and some perspectives hide alternative views. An emphasis on perception seems rather obvious and of limited value to teaching and learning—as perception is a naturally occurring act. The chapter also presents an overview of the key concepts discussed in this book.