Successful Teaching - More than a mouthful

For successful teaching-learning (and research) we must do the opposite of suspending our discrimination as to context, i.e. we must make context central to thinking. What this means for development, or more specifically situated to education as a context with which we are more familiar, learning, is that pedagogical practice is dependent upon but not determined by [alternatively “is a function of but is not fettered by”] (un)consciousness of one’s recursively elaborative socio-cognitive networks of abilities to discriminate, attend to, draw up on, symbolize, connect and incorporate, diverse polyphonous, polyvocal and polysemous elements of social interaction and discourse, i.e. the (in)visible, (in)audible, (in/ex)scribed, and (an)aesthetic consequences of (in)appropriate contingent interventions which one might have deliberately and accidentally occasioned. Pedagogy then involves proairesis [desire guided by deliberation, deliberate choice of a means towards an end] and poesis grounded in a politics [Best] of pro-phetic [before speaking, i.e. hermeneutic listening] phronesis"

The successful teacher inhabits three moments and draws upon 3 sets of dispositions/skills:
The "What just happened?"..........Hystory......Analytic/Interpretive
The "What's happening now?"........Presence.....Attentiveness/Awareness/Consciousness
The "What might happen next?"......Emergent.....Anticipatory/Creative/Poetic