This study poses the problems of theoretical and philosophical pedagogy in the practice of teaching. The research goal was to improve my teaching. A concrete experience of undergraduate lecturing is the subject. This unconventional New Paradigm research strives for an immediacy of contact between text and practice. How does a beginning lecturer grapple with this job? What is it like to establish oneself as a teacher? The emphasis is upon the experience of teaching, of the school, and what is expected of one as instructor.
1. Acknowledgements; 2. Part One: Preamble, Theory, and Analysis; 3. 1. Preamble: Defining the Problem; 4. i. The Context of Research; 5. ii. The Reappraisal of Predecessors; 6. iii. Indication; 7. 2. Theory; 8. a. The Comparison; 9. i. The Behavioristic Approach; 10. ii. The Humanistic-Psychological Approach; 11. iii. The Cultural-Historical Approach; 12. iv. Summing up, I surmise that ..; 13. 3. Levels of Analysis and of Generic Idiograms; 14. a. A Denotive Variant of the Interpretative Paradigm; 15. i. Assuming; 16. ii. Practice; 17. b. Descriptive/Interpretative; 18. c. The Development; 19. Part Two: The Genetic Text; 20. Forms and Beginnings: Introduction to the Genetic Text; 21. a. The Presentation of the 'Context of Teaching'; 22. b. What Brought Me to Write These Eassays; 23. Interface One; 24. 1. 'I' Culture, Violence, and Education; 25. a. 'I'; 26. b. Culture; 27. c. Violence; 28. d. Education; 29. e. The Consequences of This Reflection; 30. Interface Two; 31. 2. Student: What Did You Learn/What Can You Learn; 32. a. A Simulated Interview; 33. b. The Analyis; 34. c. Which Body of Knowledge; 35. d. Reqirements Banished, Electives Trumpeted; 36. e. The Last Word; 37. Interface Three; 38. 3. The Knowledge Machine; 39. a. The Metaphor; 40. b. The 'World' Takes Over; 41. c. The Factory; 42. Interface Four; 43. 4. The Sons of Roland Barthes; 44. a. Method: Doxa/Para-dox; 45. b. Bathmology; 46. c. In the Mirror the Name of the Father; 47. d. The Teacher; 48. Interface Five; 49. 5. Orphans and Origins: Jean Paul Dolle; 50. a. Intellectual Friendship; 51. b. Demeurer; 52. c. Famille and Patrie; 53. d. Metaphysics; 54. e. Assessments; 55. Interface Six; 56. 6. Teaching; 57. a. Intersubjectivity; 58. b. Introsubjective; 59. c. Cultural Event; 60. i. The Dialogue; 61. ii. The Literature; 62. iii. Dominant Intellectual Trends; 63. Part Three: Discussion and Evaluation; 64. 1. Discussion and Evaluation; 65. a. Immediacy: la parole and 'meaning'; 66. b. Formative Evaluation: Knowledge is Social; 67. c. Summing Up and Further; 68. Notes; 69. Bibliography; 70. Summary in Dutch: Samenvatting