Tvil som drivkraft
Title: Doubt as a driving force
Abstract: In this paper I explore what happens when the philosopher Emmanuel Levinas's texts encounters material from conversations with early childhood educators in two different early childhood education settings. In the conversations with the educators, I hear an approach to understanding children's expressions that are consistent with Levinas’ claims. They want to open up the children's contributions, and they want to learn. I have used the term doubt to describe the processes where the educators are opening up to the other, in this case children aged one to three and their physical expression and further to show how this may be a practice that allows the children have a real opportunity to influence and thus participate in the development of the pedagogical thinking. The early childhood educators are challenged by the children and each other, and this creates energy and commitment. On this basis I claim that the doubt is a driving force in their work to develop the pedagogical thinking.This practice may be in contrast with thoughts of the time favoring and expecting measurable results in educational establishments. This can also be seen as opposition to and criticism of the desire to map children's knowledge and skills as this mapping might reduce children to the notion we have of them, both as groups and as individuals and not open up to their contributions.
Levinas, Pedagogical thinking, Challenging conversations, Early childhood educators, 1-3-year-olds, Expressions, Infinite openness, Infinite responsibility, Doubt