ABSTRACT
Chapter 1 begins by stating that it is in the nature of education to be indirect. The question is whether it is possible to be direct in teachings and other educational actions, given the fact that communication, which is part of all aspects of education, is highly complex, involving a number of intermediaries. Examples of intermediaries may be emotions, non-verbal communication and body language that prevent a direct line of communication between the teacher and the students. The intermediaries are part of the teaching, often beyond the teachers’ control. Teachers are thus forced to act indirectly via a number of intermediaries. Yet, education is often associated with clarity and explicitness in terms of communication and teaching. The chapter refers to direct or explicit instruction as an example of this. I argue that in certain teaching situations such instructions can be useful, but as soon as matters without clear answers and objectives enter the educational sphere, more indirect forms of communication and action are required. Teachers then need to make room for intermediaries and to be more aware of the intermediaries that are already at play in the teaching, to provide a free space and open up for choices for the students.
