Abstract
The original meaning of pedagogy is grounded in the relational and intentional responsibility of adult to child. The vulnerability of the child calls forth a loving attitude from the adult, as pedagogue, that is directed toward the physical security and the social, emotional, and educational well‐being of the child as student. The lived experiences of five teachers and their students presented in this paper demonstrate that pedagogical love as a favourable influence, or auspice of heart in teaching, is a mediating influence within the transactional curriculum. In the learning process, human beings, whether child or adult, develop an understanding of themselves and Other and in the process share a common heart. Pedagogical love cannot be perceived, nor received, in a curriculum environment in which feeling for the Other is absent or marginalized. Pedagogical love invites teachers and their students to actively participate in the understandings and knowledge that co‐emerge in the transactional curriculum.
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