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Abstract

The aim of this paper is to present the research on the concept of future teachers’ passions and different potentials of the emerging concepts for the development of teachers’ reflexivity. For this purpose, a phenomenographic procedure was used which made it possible to reconstruct the concept of passion and its importance in the functioning of future teachers’ minds. The study reveals seven conceptualisations. They are subsequently interpreted according to the phenomenographic procedure, Anthony Giddens’ perspective of radicalised modernity with its essential features, such as rationalisation, opportunities and risks, is used as a theoretical framework. In its light, following one’s passions can be understood as an attempt to “colonise” the future. The awareness of the fact that life brings changes with it, which is the only certain feature of the world, raises the need to predict what may unexpectedly emerge. An unknown future, both in the individual and global perspective, leads to a rational evaluation of opportunities and risks. In this context, each conceptualisation of passion becomes a specific resource, triggering different perspectives of thinking about oneself and one’s own professional activities.

Keywords

phenomenography passion reflective teacher radicalised modernity fenomenografia pasja refleksyjny nauczyciel zradykalizowana nowoczesność

Article Details

How to Cite
Kopaczyńska, I. (2019). CONVERSATIONS ON THE FOLLOWING OF ONE’S PASSIONS. A PHENOMENOGRAPHIC RECONSTRUCTION OF THE CONCEPT OF FUTURE TEACHERS’ PASSIONS AND THEIR POSSIBLE IMPLICATIONS FOR BECOMING REFLECTIVE TEACHERS. Dyskursy Młodych Andragogów/Adult Education Discourses, (20). https://doi.org/10.34768/dma.vi20.19