Betrayal in teaching

persuasion in Kierkegaard, theory and performance

David A. Borman

pp. 245-272

This paper explores the relationship between Kierkegaard's theory of "indirect communication," his employment of that method in the pseudonymous literature, and his explicit comments on the Teacher in Philosophical Fragments. My interest is principally in a pedagogical method able to serve as a solution to the problem of will formation, and so my assessment of Kierkegaard's theory and performance is essentially ethical in nature. I argue that there is at least an ambiguity, if not a contradiction, to be found in the above relationship and that as a result, in its current form, Kierkegaardean pedagogical devices do not appear to be able to offer an adequate solution.

Publication details

DOI: 10.1007/s11007-006-9029-y

Full citation:

Borman, D. A. (2006). Betrayal in teaching: persuasion in Kierkegaard, theory and performance. Continental Philosophy Review 39 (3), pp. 245-272.

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