UNCORRECTED PROOF Continental pedagogy & curriculum Norm Friesen a , and Karsten Kenklies b , a Boise State University, College of Education, Boise, ID, United States and b Universityof Strathclyde, School of Education, Glasgow, United Kingdom © 2023. Email addresses: normfriesen@boisestate.edu (N. Friesen); karsten.kenklies@strath.ac.uk (K. Kenklies) Glossary Art techne, a practical knowing, doing, and reflection that involves craft and technique and that is variable and context dependent Bildung The process of the forming of humans, as well as the determination of the goal and purpose of human existence (Benner and Brüggen, 2004, p. 180) Didactic transposition (or reduction) Thethe specific arrangement of the pedagogical situation through the educator (often involving simplifications and/or exemplifications) to allow for learning and transformation to happen Didactics The study (and doctrine) of learning and teaching in general, the professional science of the teacher Dignity of practice A value and integrity intrinsic to practice meaning that it has a certain independence from and precedence over theory Educand The one receiving education as a type of influence, regardless of the context. Educator The one influencing the educand, with an intention to improve them and their relation to the world Negative education Education or influence of the educand, conceived as a protection of the educand from other influence seen as undesirable Pedagogy The practice of influencing someone (including oneself) with the intention of improving them, including also both informal and more theoretical reflection on this practice Pedagogics A rigorous attempt at a theory of education Representation Deliberately presenting aspects of ways of life and the world to the educand (Mollenhauer, 2014, pp. 34–55) Science Any rigorous academic pursuitaiming at theorizing any and all realms of the worlds (e.g. nature and the natural sciences; culture and the humanities or human sciences). Self-activity Activity on the educand's own initiative, for the educand's own purposes. May be prompted or elicited by an educator Continental Pedagogy refers to a way of thinking about educational practice that coalesced in Europe some 250 years ago and that continues to be elaborated today. Developed from the Greek παιδᾰγωγῐᾱ (paidagōgíā; paidos = child; agōgos = leader) and rendered as la pédagogie in French, pedagogía in Spanish and Pädagogik in German, Continental Pedagogy is based on understandings that are radically different from those taken for granted in education in the English-speaking world. Continental Pedagogy 1 sees education as being primarily concerned neither with school and curricula, nor with the pedagogy in the English sense of the techniques and politics of teaching (Friesen, 2019). Instead, it begins with the insight that education and pedagogy are both about the influence that is exercised by one person or group (i.e., the educator) on another (i.e., the educand), and that this influence exists in special relation to the world. The resulting configuration of self, other and world forms what has been called the “pedagogical triangle” (Fig. 1; e.g., see: Briançon, 2019). Within this configuration, pedagogy is particularly concerned with the personal experience of the educand with the educator (i.e., the pedagogical relation; Friesen, 2017) and with the educand's relationship with the world (Bildung, formación, le formation). Defining Continental Pedagogy through the question of influence and the tripartite configuration of self, other and world gives it a distinctive emphasis on basic relations—ones that can be found in many spheres of human activity. The triangular paradigm of this pedagogy maps to a wide variety of life experiences and human interactions—not at all limited to modern or Western cultures—and it offers its own modes of knowing, reflecting and acting. The relationship between educator and educand has traditionally been framed intergenerationally as the relation of adult and child. In this context the central point of pedagogy has been formulated in various ways: As “what … the older generation … want[s] with the younger” (Schleiermacher, 1826/2021, p. 45), as “the reaction of society to the fact of [human] development” (Bernfeld, 1925/ 1973, p. 90) or as “our attitude toward the fact of natality” (Arendt, 1958/1968, p. 196). Correspondingly, Continental Pedagogy does not regard education as something primarily to be studied through disciplines like sociology or psychology (“Education” here refers to educational practice. “Pedagogy,” on the other hand also designates practice, but includes both informal and more theoretical reflection on practice as well.) Instead, it sees pedagogy as designating a distinctive perspective, as constituting an autonomous discipline with its own, specifically pedagogical questions, terminology, and ways of knowing. 1 The phrase “Continental Pedagogy” represents something of a neologism and a compromise; notably, it does not simply refer to the conjunction of continental philosophy and pedagogy. Although it has occasionally been used to denote the pedagogical tradition and way of thinking outlined here (e.g., Ponte and Rönnerman, 2009; Kudlácová and Rajský, 2019), we recognize that it designates a heterogeneous and heteronomous field or set of fields in Europe. Continental Pedagogy is like continental philosophy in that it is much more expressive of Anglophone awareness than of any European self-descriptions. International Encyclopedia of Education, Volume ■ https://doi.org/10.1016/B978-0-12-818630-5.03028-1 1