Pedagogy of recognition: Winnicott, Honneth and learning in psychosocial spaces
Citation
Bainbridge, A. (2015) 'Pedagogy of recognition: Winnicott, Honneth and learning in psychosocial spaces', Journal of Pedagogic Development, 5(3), pp. 9-20.
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.