What does this research mean for the field?

Conceptualizing 'teaching as poking'—characterized by disruption and trickery—provides a valuable complementary pedagogical framework to teaching as pointing and touching, despite its inherent dangers. Novelty: ClaimNovelty.NOVEL_FINDING. Consensus alignment: ConsensusAlignment.ESTABLISHES_NEW_DIRECTION.

What question did this study set out to answer?

To introduce and evaluate the conceptual metaphor of 'teaching as poking' as a complement to existing metaphors of pointing and touching within educational theory.

August 28, 2026Ethics and EducationOpen Access

Teaching as poking: towards a pedagogy of disruption and trickery

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Authors

HJHaoyu JinEducation Scotland

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Implication

Theoretical analysis reveals the pedagogical model of poking in educational philosophy, highlighting how disruption and trickery enrich classroom practice while introducing risks of harm.

Key Points

To introduce and evaluate the conceptual metaphor of 'teaching as poking' as a complement to existing metaphors of pointing and touching within educational theory.
Synthesized philosophical perspectives from Gert Biesta and Sharon Todd regarding physical metaphors in educational theory.
Critiqued the constraints of pointing and touching metaphors by examining the latent violence inherent in pedagogical initiatives.
Analyzed the dual pedagogical dimensions of disruption and trickery in the context of attention-formation and teacher authenticity.
Identified that conventional physical metaphors like pointing and touching fail to fully encapsulate the provocative friction of educational encounters.
Defined 'teaching as poking' through two foundational qualities: intellectual disruption and pedagogical trickery.
Demonstrated that while poking offers generative potential for fostering attention and authenticity, it also poses distinct risks of pedagogical violence.

Cite This Study

Haoyu Jin (2026) studied this question.

synapsesocial.com/papers/6a91466cd15324a1df3aa040 https://doi.org/10.1080/17449642.2026.2724443

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Implication

Theoretical analysis reveals the pedagogical model of poking in educational philosophy, highlighting how disruption and trickery enrich classroom practice while introducing risks of harm.

Teaching as poking: towards a pedagogy of disruption and trickery

Discussion

Member takes

Implication

Key Points

Cite This Study

Teaching as poking: towards a pedagogy of disruption and trickery

Discussion

Member takes

Implication

Key Points

Cite This Study

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Also Consider