Pedagogy of recognition: Winnicott, Honneth and learning in psychosocial spaces

Abstract

This paper explores the links between Donald Winnicott and Axel Honneth in relation to developing a pedagogy based on recognition. Winnicott's understanding of emotional development is centred on the intimate infant/mother dyad, in which the notions of ‘good enough mothering’, potential spaces and the true and false self are central to developing a sense of selfhood. Honneth’s three part model of relating‐to‐self proposes that the recognition of others has an impact on constructing an identity that has social and cultural value. A synthesis of these two approaches provides a pedagogical framework based on mutual recognition with caring relationships. For example, ‘good enough’ (m)others are able to recognise and acknowledge that the infant is deserving of love, which leads to a learner who has the self‐confidence to feel as though their efforts are of value. Recognition that learners have autonomy and can participate in playful potential spaces provides self‐respect to enable learners to separate and be active agents. Finally, the wider recognition that individuals are valued and contribute to the community provides learners with a meaningful sense of self that has sufficient self‐esteem for a creative and spontaneous true self to encounter learning throughout the lifespan.