Tuning into the world. A jazz-inspired approach to pedagogical tact

ABSTRACT

The article contends that by cultivating the disposition of pedagogical tact, it is possible to encourage an ecological renewal of educational practices. Pedagogical tact will be introduced primarily through an episode involving jazz pianist Herbie Hancock and his mentor Miles Davis, which will be interpreted as an exemplar of tactful teaching. In this episode, the main features of the contemporary debate surrounding pedagogical tact will be presented. Subsequently, it will be asserted that pedagogical tact, as demonstrated by Davis, pertains to a form of relationship not only with the mentee but also with the world. Finally, the argument will be made that a form of world-centered pedagogical tact aids in overcoming the rigid distinction among teacher, learner, and world, in favor of a reciprocal and ecological interchange.

KEYWORDS:

• Pedagogical tact
• jazz
• ecology of education
• Max van Manen
• Michel Serres

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. Transcription excerpt from the interview at https://www.youtube.com/watch?v=FL4LxrN-iyw. Some interesting remarks about the same interview can also be found at https://www.openculture.com/2018/04/herbie-hancock-explains-the-big-lesson-he-learned-from-miles-davis.html.

2. This narrative, while inherently centered on music, introduces compelling pedagogical insights that merit exploration. It is essential to acknowledge that this story primarily pertains to the realm of music rather than pedagogy. I recognize that the episode can be interpreted through the lens of music theory or music history, addressing concepts such as harmony, errors, and improvisation. My analysis may inherently lack depth in these musical dimensions. However, my focus lies in delving into the pedagogical questions that emerge from the onstage relationship between Davis and Hancock. While intertwined with musical elements, these pedagogical inquiries operate on a distinct level. I have chosen to comment on an undocumented episode, relying solely on Hancock’s narration. Amidst numerous potential episodes, I opted for this particular one precisely because it compels us to depend solely on the protagonist’s perspective. Our access to the event is confined to Hancock’s memories and words, prompting us to concentrate on the experience he encountered while collaborating with Davis. Consequently, we are compelled to set aside the pursuit of an ‘objective’ interpretation of the episode.

3. Introductions to the debate can be found in Korsgaard (2021); Burghardt and Zifras (2018) and Prairat (2017).

4. The definition of pedagogical tact by Muth and van Manen is also inspired by the interpersonal significance of the word ‘tact.’ In this sense, tact is the ability to behave properly in unforeseen situations without being too intrusive, especially in those situation where there are not codified rules of conduct (see Heyd 1995).

5. Let us recall here that the term ‘hermeneutics’ – according to the Gadamerian tradition Korsgaard refers to – does not point simply to the theoretical discipline of interpretation but recalls ‘at the same time a mode of knowing and a mode of being’ (Gadamer 2006, 15). So, the expression ‘hermeneutical ability’ means here at the same time the ability to ‘read’ a situation and to act in it or, in other words, it expresses the process of re-orientation of one’s way of being present in the world. See i.e. the characterization of hermeneutics as a way to interpret and resist the bureaucratization of contemporary societies in Gadamer (2012).

6. Polanyi refers to ‘tacit’ knowledge as the complex of beliefs, feelings, past experiences, and world visions that influence everyone’s everyday actions. These are ‘tacit’ because they act mostly without being openly displayed and discussed: according to van Manen in pedagogical practice the teacher is called to tackle the ‘tacit’ knowledge, as it influences her/his way of teaching.

7. In a detailed discussion, Gottlieb (2012) and Garcia and Lewis (2014) describe pedagogical tact as the ability to perceive what is happening in the moment and to act without the need to process it through a mental representation. Pedagogical tact, then, is showed as a bodily disposition that guides the teacher’s perception and action without a mental representation.