(Monash University, Australia)*corresponding author
AbstractThis conceptual article reconceptualises silence through an Aristotelian categorical framework, challenging its traditional understanding as mere absence and proposing four distinct ontological states: Stasis (potential filled suspension), Punctuation (interregnum between energetic states), Shifting (mediating transition between energy conditions), and Flow (continuous movement across energy landscapes). Drawing on Aristotle's foundational works, I examine how silence manifests across his categorical dimensions of substance, quality, relation, condition, and action/passion. This framework illuminates educational applications where silence functions not as educational void but as pedagogical tool with distinct modalities: contemplative spaces (Stasis), transition management (Punctuation), differentiated instruction (Shifting), and immersive learning experiences (Flow). The synthesis of Aristotelian categorisation with energy-based silence ontologies offers educators a nuanced framework that transcends binary thinking about classroom discourse, inviting intentional design of learning environments that leverage different qualities of silence. This theoretical reframing supports pedagogical practices that balance verbal participation with strategic silence, enhancing cognitive processing, emotional regulation, and metacognitive development. A thought experiment illustrates these ontologies in a Year 10 Holocaust education classroom, demonstrating their practical application. KeywordsSilence, ontological, Aristotle, categories, education, pedagogy
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DOIhttps://doi.org/10.31763/jsse.v4i2.119 |
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