ABSTRACT

The pandemic implied an acceleration of the impending devastation of various forms of public pedagogical life attached to the campus, changing the ecology of study and affecting the sense-ability and response-ability of the university as an ‘association for/to study’ (‘universitas studii’). This contribution sketches two developments that play a role in this weakening of pedagogical life: the establishment and expansion of a hyper-modern learning factory and the creation of the figure of the independent learner. It is suggested that the rejuvenation and regeneration of pedagogical life can be supported by a critical pedagogy that cultivates the art of distinction in order to describe and indicate the distinctions that matter to various forms of pedagogical life and what they make happen. This is then exemplified through a brief discussion of the lecture and the seminar engendering ‘spoken science’. Finally, it is indicated how a rejuvenation and regeneration implicates students and scholars.

摘要

大流行意味着校园各种形式的公共教学生活即将遭受破坏的加速，改变了学习的生态，并影响了大学作为“学习协会”的感知能力和反应能力（' universitas studii'). 这一贡献概述了在这种削弱教学生活中发挥作用的两个发展：超现代学习工厂的建立和扩展以及独立学习者形象的创造。有人建议，教学生活的复兴和再生可以通过培养区分艺术的批判性教学法来支持，以描述和指出对各种形式的教学生活至关重要的区分及其所发生的事情。然后通过对讲座和研讨会产生“口语科学”的简短讨论来举例说明。最后，它指出了复兴和再生对学生和学者的影响。