2. Toward a Pedagogy of Responsive Attunement for Higher Education

In a context of “fake news” and associated disillusionment, this article explores what it means to nurture a capacity to concern ourselves with what matters for our living, among both students and teachers in higher education. In addressing this issue, I highlight responding through attunement to particularities of importance. A contribution of this article* lies in proposing that we direct student learning toward responsive attuning to what matters in the fields or professions to which they aspire, providing renewed direction for pedagogy and curricula. Enhancing such a capacity, moreover, has the potential to broaden the scope of possible ways of being in, and directed to, the communities to which these aspiring professionals belong. An additional contribution of the article is in exploring what responsive attunement can mean for higher education settings, both as a focus for learning by students and a modus operandi for teachers.