Abstract:

Drawing on the perspective of phenomenological pedagogy,this study seeks the unconcealment and clarification of the concept of pedagogical tact,aiming to recover its original meaning obscured by tendencies of technification and formalization. Existing literature on pedagogical tact shows certain deviations from what phenomenological pedagogy refers to as tact,mainly in three respects:cognitive fixation caused by reliance on naturalized thinking patterns;cognitive narrowing resulting from a restricted understanding of teaching;and cognitive overgeneralization due to the neglect of ethical considerations. Through concrete experiential narratives,the study argues that pedagogical tact is not a matter of technical rationality or a fixed concept,but rather a form of practical wisdom that emerges in authentic encounters with students. It requires teachers to cultivate a keen sensitivity that allows them to “see” the uniqueness of a situation in unforeseen moments and to take pedagogical action that is “just right”. Rooted in a paradigm of unity of knowing and acting,pedagogical tact is,in essence,a specifically pedagogical tact characterized by strong ethicality and normality.

Key words: pedagogical tact, phenomenological pedagogy, ethicality