A Pedagogy of Trust in Higher Learning

Abstract

This paper develops and defends a notion of trust in higher learning, and examines the pedagogical challenges of its pursuit within the sphere of higher education. It argues that the experience of trust between teachers and students is a necessary foundation for a critical, dialogical learning environment, yet it is a pursuit and sensation that can be imperiled by many of the demands and restrictions placed upon teachers in higher education. This discussion is of a philosophical nature with the aim of providing a perspective on a concept that has often been neglected in recent educational debate.