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 Ein Kollektiv von Lehrenden und Studierenden engagiert sich in einer immersiven, produktiven Praxis, um das Lehren und Lernen in der Hochschul- und Grundschulbildung an der Pädagogischen Hochschule und darüber hinaus neu zu denken.

Verwurzelt in Neugier, Fürsorge und Achtsamkeit gegenüber vielfältigen Geschichten und Stimmen, bietet das Kollektiv offene Impulse, die jeder anpassen, hinterfragen oder über eine wachsende Konstellation von Bildungszentren hinweg erweitern kann.

© 2026 Emerging Spcae (CC BY‑NC 4.0)
Zak Stein on teacherly authority


 The concept of pedagogical atmospherics challenges the long-standing separation of thought and emotion in education, a view rooted in what is called Descartes’ fallacy. Rather than hindering thinking, emotion is essential to it; specifically, the right kind of emotion. Effective educators, like good therapists, create spaces where emotional experience is present but not manipulated, allowing learners to engage authentically with material and with themselves. These non-coercive emotional environments offer a rare kind of freedom, where students feel safe enough to think deeply and feel honestly.

This approach is closely tied to non-coercive forms of teacherly authority: authority that is granted, not imposed, and grounded in care rather than control. However, in postmodern contexts, such authority is often viewed with suspicion, and even supportive emotional presence can be misinterpreted as a subtle power play. The challenge, then, is to cultivate relational and emotional integrity without slipping into manipulation or dominance.

Ultimately, pedagogical atmospherics ask how teacherly authority can be reimagined and distributed in ways that are legitimate, relational, and responsive to cultural complexity. In this view, education becomes not just the delivery of knowledge, but the shaping of shared space; where emotional honesty, mutual respect, and cognitive depth are held together.