Fluid education—a new pedagogical possibility

Kuang Hsu Chiang*, Asko Karjalainen

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract / Description of output

Looking beyond analytical philosophy which underlies most pedagogical thinking, this study presents a novel idea of fluid education. Fluid dialectic is not only a theory but a method of this study, which draws on the Hegelian dialectics supplemented by Taoism. It recognises the messiness of educational reality by exploring how pedagogic antinomies can help transpose, de-fix or reposition traditional roles in the classroom, and therefore allow a different type of teaching, learning or educational adventure to take place. In contrast to a reality of fixed roles in traditional education, it acknowledges the non-linearity and oppositions that an educational reality usually has. However, instead of arguing against it, we believe the tensions and antinomies presented are valuable in dialectic and interparadigmatic teaching and learning. A framework of fluid education that emphasises the dialectic movements between different antinomies is presented. How one is liberated from fixed time, space and position is discussed.

Original languageEnglish
JournalScandinavian Journal of Educational Research
Early online date13 Sept 2021
Publication statusE-pub ahead of print - 13 Sept 2021

Keywords / Materials (for Non-textual outputs)

  • classroom teaching learning environment
  • critical realism education Bhaskar
  • education pedagogy
  • fluid education philosophy
  • Hegelian dialectic Schleiermacher education
  • pedagogical antinomy
  • primary secondary and higher education
  • Taoism education


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