Courage and Compassion in the Striving for Authenticity: States of Complacency, Compliance, and Contestation

Autor/in	Kreber, Carolin
Titel	Courage and Compassion in the Striving for Authenticity: States of Complacency, Compliance, and Contestation
Quelle	In: Adult Education Quarterly: A Journal of Research and Theory, 60 (2010) 2, S.177-198 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-7136
DOI	10.1177/0741713609349933
Schlagwörter	Self Concept; Adjustment (to Environment); Philosophy; Educational Theories; Theory Practice Relationship; Figurative Language; Adult Educators; Teacher Role; Role of Education; Self Disclosure (Individuals); Sexual Orientation; Identification; Recognition (Psychology); Context Effect; Adult Education; Higher Education; Social Psychology; Individual Development + Suchen Sie Ihr Suchwort? Selbstkonzept; Philosophie; Educational theory; Theory of education; Bildungstheorie; Theorie-Praxis-Beziehung; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Bildungsauftrag; Sexuelle Orientierung; Identifikation; Identifizierung; Recognition; Wiedererkennen; Adult; Adults; Education; Adult basic education; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sozialpsychologie; Individuelle Entwicklung
Abstract	Synthesising Martha Nussbaum's study of the emotions and the capabilities approach to human development with Charles Taylor's claim that authentic identities ought to be constructed dialogically against "horizons of significance," the author identifies critical features of authenticity that are then applied to the context of adult educators, learners, and pedagogies. With the purpose of surfacing the context-transcendent structure underlying the experience of struggling for authenticity, the article takes as its point of departure the context of coming out about one's sexual orientation. The metaphor of "coming out" is subsequently extended to the process of striving for authenticity also in other contexts. This striving involves overcoming complacency and compliance and engaging in contestation, has both a psychological and sociological dimension, and is associated with the civic virtues of courage and compassion. The author also speculates on why authenticity is perceived as a timely notion by many adult and higher education professionals. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10