The pedagogical model of thought and activity in the social world of Interaction rituals in the thought of Erving Goffman

• Jarosław Gara ^[1]
  1. [1] The Maria Grzegorzewska University
• Localización: Multidisciplinary journal of school education, ISSN-e 2543-8409, ISSN 2543-7585, Vol. 25, Nº. 1, 2024 (Ejemplar dedicado a: In search of spirituality and support in educational settings), págs. 169-190
• Idioma: inglés
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• Resumen

  • Research objectives (aims) and problem(s): The purpose of the article isto point out the pedagogical implications of selected elements of ErvingGoffman’s thought. Research methods: To achieve this goal, the author used the methods ofhermeneutic interpretation and existential problematisation. Structure of the article: The topic may be boiled down to the essence of theethos which underlies authentic pedagogical thought and activity. This issuehas been problematised in terms of Erving Goffman’s theory of the presenta-tion of self in everyday life and social interaction rituals. In this context, refer-ence is made to the heuristic semantic potential of the metaphorical figureexpressed in the concept of the “schoolboy model” and “schoolboy’s world.” In fact, it symbolises the essence of the ethos of pedagogical thought and ac-tivity, which always paves the way to authentically acquiring personal and so-cial competencies – requiring time, effort and self-discipline. On this path,individuals gain genuine respect and recognition in society whilst acquiring he skills needed to fulfil their social roles. In this meaning, the heuristic figure of the “schoolboy model” mainly depicts the authentic, honest effort neededto follow the path that leads to personal and social development by facingthe challenges and demands of education with integrity. Therefore, themetaphorical figure of the schoolboy model, referring to the rule of fairness(i.e., evaluating students based on their actual merits and achievements),assumes the validity of facts that can only be produced by means of dili-gent and honest work. Research findings and their impact on the development of educationalsciences: Thus, the subject matter calls for the application of selected cate-gories of Erving Goffman’s work in contemporary pedagogical discourseand its key categories: the subjectivity, autonomy, self-education and self-realisation of the pupil.Conclusions and/or recommendations: The model of pedagogical thoughtand action inspired by selected aspects of Goffman’s thought can be linkedwith the ways of understanding pupils’ status which express beliefs aboutindividuals’ ability to create their own social and cultural status through theirchoices, reflexivity, activity, commitment and subjective agency. Thus, theheuristic figure of Goffman’s schoolboy model exposes the authentic acqui-sition of subjective competence for personal and social human development.