This intra-view explores a number of productive junctions between contemporary Deleuzoguattarian and new materialist praxes via a series of questions and provocations. Productive tensions are explored via questions of epistemological, ontological, ethical, and political intra-sections as well as notions of difference, transversal contamination, ecosophical practices, diffraction, and, lastly, schizoanalysis. Various irruptions around biophilosophy, transduction, becomology, cartography, power relations, hyperobjects as events, individuation, as well as dyschronia and disorientation, take the discussion further into the wild pedagogical spaces that both praxes have (...) in common. -/- . (shrink)

Research in education indicates that the Philosophy for Children (P4C) curriculum is instrumental in achieving important educational objectives. And yet, it is precisely this instrumentalist conception of P4C that has been challenged by a second generation of P4C scholars. Among other things, these scholars argue that P4C must remain vigilant toward, and avoid subscribing to 1) developmentalism and 2) a reductive identification of thinking with rationality. On the contrary, they suggest that P4C must ensure that it gives voice to childhood, (...) allowing it to enter a genuine dialogue with adulthood. Scholars who defend a non-reductive and non-instrumentalist approach to P4C, highlight the significance of play in philosophy sessions with children. In this paper I examine the extent to which the philosophical inquiry that takes place in the context P4C can be understood as a playful activity. I submit that Fink’s account of play can help us reach a better understanding of what we mean by play, which in turn can help us examine the compatibility between the activities of P4C and play. In the first part of the paper, I examine some of the basic ideas of P4C and raise the question about the compatibility of philosophical inquiry and play. In the second part of the paper, I engage in a philosophical appreciation of play by drawing on the work of Eugen Fink. In the final part of the paper, I show how play – understood along Fink’s lines – is compatible with philosophical inquiry as practiced in school settings. (shrink)

Conflict is a ubiquitous feature of community life, and communities based on inquiry are no exception. Sometimes, conflict escalates into crisis. A crisis may help a community by providing opportunities for its members to recognize and ameliorate their shortcomings, but it may also destroy a community or limit its ability to sustain productive projects. In this discussion, I articulate two orientations towards crisis: crisis-philia (loving crises and seeking them out) and crisis-phobia (fearing crises and seeking to avoid them). I argue, (...) drawing heavily from my experience as a participant in the Summer Seminar of the Institute for the Advancement of Philosophy for Children, that neither orientation is satisfactory. Instead of crisis-philia or crisis-phobia, we ought to get into the habit of inquiring, as a community, about whether our current obstacles to accomplishing our work derive from being constrained by too much (imperfect) structure or from too little stability. When we find it is the former, we ought to seek crises; when we find it is the latter, we ought to avoid crises. After making my case, I offer an example of what it looks look like to implement this conclusion in practice. (shrink)

Education as identity formation in Western-style liberal-democracies relies, in part, on neutrality as a justification for the reproduction of collective individual identity, including societal, cultural, institutional and political identities, many aspects of which are problematic in terms of the reproduction of environmentally harmful attitudes, beliefs and actions. Taking a position on an issue necessitates letting go of certain forms of neutrality, as does effectively teaching environmental education. We contend that to claim a stance of neutrality is to claim a position (...) beyond criticism. In the classroom this can also be an epistemically damaging position to hold. To further explore the problem of neutrality in the classroom, and to offer a potential solution, we will look to the philosophical community of inquiry pedagogy, and advocate for the addition of place-based education; a form of experiential education that promotes learning in local communities in which the school is situated, each with its own history, culture, economy and environment. However, how we understand ‘place’ is fundamental to understanding the potential of place-based education in giving students a ‘sense of place’—how they perceive a place, which includes place attachment and place meaning. To this end, we look to Indigenous understandings of Place and social reconstruction learning to inform place-based pedagogies. Doing so, we hold, opens a pathway to ethical education. (shrink)

When Mathew Lipman first introduced Philosophy for Children to the world, his goal was not to sneak a little academic philosophy into the typical school curriculum, as one might expect from the titles of his first books: Philosophy in the Classroom and Philosophy Goes to School. His goal, rather, was to create a paradigm shift in the field of education itself: namely, to transform the typical hierarchical model into one in which the teacher/facilitator solicits responses from students and hence, in (...) that sense, meets them where they “are at.” This non-hierarchical model, however, has stumbled in taking root, which is, perhaps, not surprising given that the hierarchical model, whether in school, in sport or in the home, appears to be so much easier and so much more efficient. If those of us who support a non-hierarchical model in all these arenas are serious about furthering this approach, it would appear that the onus lies with us to articulate precisely in what ways a hierarchical model falls short. In so doing, we will not only provide ourselves with a precise framework by which to make the case for the importance of adopting a non-hierarchical approach, we will also provide ourselves with a metric whereby we can measure whether our own non-hierarchal practice is true to its justification; and that the approach is not simply non-hierarchal for sake of being non-hierarchical, nor quasi-authoritarianism for the sake of more wide-spread acceptance. It is the articulation of the flaws of a hierarchical model that non-hierarchal model can correct that will be the focus of the analysis here. (shrink)

This study investigated how young Italian people experienced the period of peak spread of COVID-19 in their country by probing their emotions, thoughts, events, and actions related to interpersonal and community bonds. This approach to the pandemic will highlight social dimensions that characterized contextual interactions from the specific perspective of Community Psychology. The aim was to investigate young people's experiences because they are the most fragile group due to their difficulty staying home and apart from their peers and because they (...) are, at the same time, the most potentially dangerous people due to their urge to gather in groups. The research involved 568 university students, 475 females, and 93 males, with an average age of 21.82 years. The collected data were analyzed with the Grounded Theory Methodology, using the Atlas 8.0 software. From the textual data, representative codes were defined and grouped into 10 categories, which reflect the individuals' prosocial attitudes, behaviors, and values. These categories formed three macro-categories, called: “Collective Dimensions,” which includes Connectedness, Solidarity, Italian-ness, Social Problems, and Collective Mourning; “Prosocial Orientation,” which includes Trust and Hope; and “Collective Values,” which includes Values of Freedom, Respect of Social Rules, and Civic-Mindedness. All these macro-categories are indicative of the shared feelings experienced by Italians during the first time of the pandemic. Further practical implications of these results will be discussed, including a consideration of the risk of developing distress and improving well-being, as well as promoting preventive behaviors. (shrink)

From its inception, philosophy for/with children (P4wC) has sought to promote philosophical discussion with children based on the latter’s own questions and a pedagogic method designed to encourage critical, creative, and caring thinking. Communities of inquiry can be plagued by power struggles prompted by diverse identities, however. These not always being highlighted in the literature or P4wC discourse, this article proposes a two-stage model for facilitators as part of their ethical responsibility. In the first phase, they should free themselves from (...) assumptions and closed-mindedness. They should liberate themselves from pedagogy of fear and “banking education” in order to act freely in an educational space characterized by improvisation that cultivates participation of the children. Here, the text is based on normalizing education principles, counter-education and diasporic-education approaches in order to ensure openness and inclusiveness. In the second, they should embrace enabling-identity views and practices in order to make the community of inquiry as identity-broad and -rich as possible, recognizing and legitimizing the participants’ differences. Here, the text is based on principles such as recognizing power games as part of the community, ensuring multi-narratives human environment and enabling epistemic justice in order to ensure perspectival multiplicity, multiple identities, and the legitimization of difference characterized by pedagogy of search. (shrink)

Spinoza’s attitude toward nonhuman animals is uncharacteristically cruel. This essay elaborates upon this ostensible idiosyncrasy in reference to Hasana Sharp’s commendable desire to revitalize a basis for animal ethics from within the bounds of his system. Despite our favoring an ethics beginning from animal affect, this essay argues that an animal ethic adequate to the demands of our historical moment cannot be developed from within the confines of strict adherence to Spinoza’s system—and this is not yet to speak of a (...) more robust animal ethics which would advocate actual care and compassion for the animals themselves. We argue that on the assumption of Spinoza’s ontological biocentrism, in the presence of Spinozist determinism and the absence of an axiological biocentrism, an anthropocentric axiology necessarily follows. Any Spinozist animal ethic must fall back, therefore, upon appeals to the maximization of human pleasure and power; hence Spinoza’s ruthless injunction to “use (the animals) at our pleasure.” These are the very ontological and ethical assumptions which have incited human self-exaltation in the modern period, in pursuit of power and pleasure even despite the destructive long-term consequences for all the living. We suggest that an adequate animal ethic would require either an abandonment of Spinoza’s ontological biocentrism or the adoption of an axiological biocentrism. (shrink)

Our purpose in this article is to identify and suggest resolution for two core problematics of grounded theory. First, while grounded theory provides transparency to one part of the conceptualization process, where codes emerge directly from the data, it provides no such systematic or transparent way for gaining insight into the conceptual relationships between discovered codes. Producing a grounded theory depends not only on the definition of conceptual pieces, but the delineation of a relationship between at least two of those (...) pieces. Second, the conceptualization process of grounded theory is done in hierarchical fashion, where individual codes emerge from the data but then are used to generate insight into more general concepts and thematic statements. But various works on grounded theory have failed to provide any systematic way of using data specific levels of scale (the codes) to gain insight into more macro levels of scale (concepts and themes). We offer fractal concept analysis as a means of resolving both of these issues. By using a logic structure generator, fractal concept analysis delineates self-similar conceptual frameworks at various levels of abstraction, yielding a method for linking concepts together within and between levels of scale encountered in the grounded theory coding and categorization process. We conclude that this fractal analytic technique can bolster the aims of grounded theory as a formalized and systematic process for generating theory from empirical data. (shrink)

It is difficult to be a philosopher in this postmodern era. This is so because philosophers, who heretofore have been the archetype of persons eager to engage in reasoned discourse, regardless of their differences, suddenly seem unable to talk to each other, primarily due to claim by postmoderns that non-postmoderns are naïve in their blindness to the fact that truth the claims cannot be true in any objective sense, and that claims to objectivity have been used maliciously throughout the ages (...) to wield oppression. After exploring some of the seductive arguments of the post-modern position, and suggesting a re-working of the non-post-modern position, this paper will conclude that philosophical educators carry a heavy responsibility for limiting the real-life damage that has been produced by this philosophical truth-storm by siding firmly with its less contentious opposite by becoming guardians of the possibility that claims can be false. (shrink)

In her 2018 book, What the Eyes Don’t See, Dr. Mona Hanna-Attisha wrote that it is the duty of doctors to speak out against injustice. In fact, no other physician or institution in Flint had done the research and spoken out, as a whistleblower, against the poisoning of Flint’s children by Michigan government. Why had Dr. Hannah-Attisha? Unfortunately, in the absence of a medical education system that teaches community-oriented primary health care in the tradition of the 1978 Alma Ata Declaration, (...) there is little reward in doing so. This article focuses on three movements that are challenging medical education orthodoxy: 1) primary health care 2) the medical humanities and 3) “Study Up your Town” medicine. How can we create a radical health pedagogy – one that draws the links between several pandemics raging across the planet: capitalist collapse, climate disruption, Covid-19, racism, and an emergent neoliberal fascism – to enable doctors, health professionals and citizens to see them as all of one piece? Medical educators must employ critical pedagogy to create legions of “constructive troublemakers” who challenge the social-structural obstacles that are driving millions to premature death. We have reached the “end times.” A new “planet medicine” is finally emerging. (shrink)

Post-critical pedagogy, which offers a significant alternative to the dominant trends in contemporary philosophy of education, objects to seeing education as instrumental to other ends: it attempts to conceive of education as autotelic, namely as having intrinsic value. While there are good reasons for accepting the post-critical reservations with the instrumentalization of education, I argue that its autonomy is equally problematic, as it risks turning the philosophy of education—perhaps education itself—into a privileged activity, out of touch with the most important (...) issues in the contemporary world. In this paper I offer post-critical pedagogy a way out of this dilemma, by drawing on Walter Benjamin’s essay “The Work of Art in the Age of Its Technological Reproducibility”. After presenting the thesis concerning the autonomy of art held by Benjamin’s Frankfurt School friends, and pointing to the similarity between their view and that of post-critical pedagogy, I articulate six Benjaminian theses on post-critical pedagogy. Following Benjamin’s claim that the technological reproducibility of art changes the way it is perceived as well as its political function, I argue that school is an educational technology that reproduces the world to the masses without an “aura”, in a way that allows for political critique that does not reduce education to politics. Next, I highlight the importance of the school to post-critical pedagogy, and contribute to developing the critical-political aspect that remains essential to post-critical pedagogy. Finally, the Benjaminian perspective also makes it possible to reflect on the relation of digital technologies of reproduction to post-critical pedagogy. (shrink)

The objective of this article is to shed light on some challenging questions regarding public health and medical ethics that the Turkish healthcare system has recently been forced to confront. In recent years, terrorists in eastern Turkey have launched increasingly destructive attacks, including numerous attempts to undermine the social order by targeting not only government agencies but also the healthcare system. In this study, 54 terrorist incidents specifically targeting the Turkish healthcare system and healthcare professionals were analyzed and divided into (...) 6 categories according to the type of attack. Each category was evaluated in terms of the relevant ethical issues, with regard to both public health and medical ethics. This study shows that terrorist activity may lead to numerous breaches of public health and clinical ethics rules. Therefore, healthcare policy must involve special precautions to minimize breaches of public health and medical ethics in the face of terrorist attacks. (shrink)

Science and technology, as rational approaches to problem solving, are driving forces in the promotion of democracy at home and abroad. Science based decision-making is increasingly global as countries share technology, research results, and engage in joint studies on common problems. The widening rift between global wealth and poverty diminishes for many the opportunity for exposure to science, technology and social science based decision-making on issues that directly affect them. This paper outlines a model for democratizing science by utilizing the (...) interactive tools of the social sciences in a process that enables information-marginalized people to engage with the language, methods and results of social science for purposes of community empowerment and voice in science policy. The paper offers examples of approaches to implementation, citing various forms of research partnerships with communities, and discusses challenges including ethical considerations, the conflict between “local” and science-based knowledges and power differentials in practice. (shrink)

This paper focuses on the deployment and interdependence of different expressions of gendered and classed violence in shaping the choices, trajectories and subjectivities of young women on vocational beauty therapy courses. It takes as its premise the understanding that, far from simply being an aberrant expression of interpersonal or intergroup aggression, violence is embedded in social life in multiple and complex ways, reverberating through women's lives to reproduce disadvantage and subordination. The paper draws on theoretical and empirical investigations of the (...) interrelationships between structural, direct and symbolic expressions of violence and asks what this literature can offer in challenging normative, often individualised, conceptions of violence. Drawing on an ethnographic case study of National Vocational Qualification (NVQ) beauty therapy courses and the young women undertaking them, I explore the accounts of students and their tutors on becoming and being ‘beauty girls’. I consider what these accounts might tell us about how forms of symbolic and interpersonal violence intersect with, reproduce and legitimise the violence involved in unequal and unjust socio-economic structures. I argue that the ways in which different forms of violence mutually reinforce each other at a micro-level produce an embodied ‘sense of limits’ that ultimately reproduces the structural violence of gendered and classed inequalities. The examples given illustrate both a ‘chronology of violence’ in young women's lives, and the way in which those lives can be understood, at least in part, as embedded in and shaped by networks of violence. Finally, I briefly consider examples of dissent and resistance, the conditions under which they might be possible and the ways in which, through the interplay of different forms of violence, they might also be curtailed. (shrink)

This paper analyzes the relationship between love and social justice activism, focusing in particular on ways in which activists rely on either the union account of love (to argue that when one person is oppressed everyone is oppressed), the sentimentalist account of love (to argue that overcoming injustice is fundamentally about how we feel about one another), or love as fate (to argue that it is in love’s nature to triumph over hatred and injustice). All three accounts, while understandable and (...) attractive, are seriously problematic, as they tend either to obscure important differences in the ways that various groups are socially situated or to enable inaction by trusting that justice is inevitable. Alternative, deeper interpretations of each account (and their relationships to activism) are explored. (shrink)

Effective person-centred care requires recognition of the personhood not only of patients but of practitioners. This chapter explores the consequences of this recognition for major debates in medical epistemology, regarding clinical reasoning and the relationship between research and practice. For too long these debates have been dominated by false dichotomies - subjectivity versus objectivity, judgement versus evidence, reason versus emotion. Based on flawed understandings of such core concepts as “objectivity” and “engagement”, this distorted dissection of the subject-object relationship has served (...) to depersonalise practice. The costs of this depersonalisation include over-regulation and micromanagement of healthcare processes by administrators and payers at the same time that information from clinical research remains under-utilized and the personhood of patients risks being ignored. Science is a human practice, founded in a broader conception of human reasoning, ontologically dependent on human beings living and engaging with the world in social, emotional and ethical contexts. After looking at different conceptions of epistemic hierarchies and their uses in the analysis and evaluation of reasoning in a range of practice contexts, we propose a “nested hierarchy” that effectively turns upside-down the flawed evidence hierarchies that have helped to depersonalise care. T.S. Eliot’s “wisdom, knowledge, information” scheme (to which we add “data” below “information”) provides a model for a person-centred epistemic hierarchy. This crucial, person-centred inversion represents levels of awareness that characterise more or less developed thinking and judgement on the part of the particular practitioner. (shrink)

UMI Number: 3319553 This study is a historical ethnography of religious diversity in post-revolutionary Nicaragua from the vantage point of Catholics who live in the city of Masaya located on the Pacific side of Nicaragua at the end of the twentieth century. My overarching research question is: How may ethnographically observed patterns in Catholic religious practices in contemporary Nicaragua be understood in historical context? Utilizing anthropological theory and method grounded in Weberian historical theory, I explore Catholic ritual as contested politico-religious (...) cultural terrain. The patron saint celebration of Masaya becomes a contested symbol in 1999 as those who carry Saint Jerome in street procession refuse to honor a sitting president, challenging his right to rule. The deep Marian devotion of the Nicaraguan people is reflected in the household and neighborhood celebrations of the Immaculate Conception of the Virgin Mary, while nation-building elites have a long history of claiming the Virgin as patron saint of the nation. While these traditional Catholic saint celebrations figure in imagining a nation, three "new" Catholic movements also compete for attention, while the polity is increasingly exposed to Protestant and Pentecostal groups. When Anastasio Somoza Debayle was overthrown in 1979, ending the 40-year family dictatorship, the Sandinista National Liberation Front (FSLN) ruled for a decade with the attention of the world placed on its religion of revolution, the Christian base community and liberation theology. At the same time, however, two other movements began growing quietly. They, like liberation theology, draw their justification from the second Vatican Council. In Masaya, Catholic Charismatic Renewal and the Neocatechumenal Way are "exemplary" prophetic movements gaining ground within the Catholic Church in competition with the "ethical" prophets of the Christian base community. Selectively adopting "protestant-like" forms of worship through these modern movements, the Nicaraguan Roman Catholic Church reacts to the challenge to its cultural hegemony coming from evangelical competitors. New history is continuously being made as people in this part of Nicaragua struggle over the direction of their country within a complex terrain of religious competition. (shrink)

The role education plays in society has been contested in the United States since the inception of public education. Historically this contention has produced a delicate balance between promoting the social justice concerns of educating democratic citizens and the disciplinary concerns of individual intellectual development. Teacher preparation programs in American normal schools, colleges, and universities have traditionally struck a similar balance between theory and practice. In the past several decades, however, the rise of neoliberalism in American politics has shifted the (...) balance away from equity, diversity, and inclusivity. The purpose of this study is to provide an account of the lived experiences of teacher candidates with the phenomena of being and becoming “woke” within a teacher education program that reflects neoliberal values but maintains a stated commitment to social justice. This study includes narrative vignettes that explore the phenomenality of “wokeness” as it manifests in the public-school environment and the teacher education program. It also addresses the effects of neoliberalism on teacher candidates’ willingness and ability to take up social justice for themselves, their students, and society. (shrink)

Anti-racist education within the Academy holds the potential to truly reflect the cultural hybridity of our diverse, multi-cultural society through the canons of knowledge that educators celebrate, proffer and embody. The centrality of Whiteness as an instrument of power and privilege ensures that particular types of knowledge continue to remain omitted from our curriculums. The monopoly and proliferation of dominant White European canons does comprise much of our existing curriculum; consequently, this does impact on aspects of engagement, inclusivity and belonging (...) particularly for Black, Asian and Minority Ethnic (BAME) learners. This paper explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. This paper draws on a Critical Race Theory (CRT) theoretical framework to centralize the marginalized voices of fifteen BAME students and three academics of colour regarding this phenomena. Aspects examined consider the impact of a narrow and restrictive curriculum on BAME students and staff and how the omission of diverse histories and multi-cultural knowledge canons facilitates marginalization and discriminatory cultures. (shrink)

A rethinking of children is necessary, particularly in Western societies, where a Modern conception has prevailed, based on ideas of children’s fragility, vulnerability and dependence on adults. This Modern conception has emphasized the notion of life as a process divided into identificable stages and has considered age as the main criterion to identify what it is to be a child and an adult. In front of this conception, this text proposes the objective of recuperating the alternatives offered by both Postmodern (...) theory and Posthumanism, in order to propose a revaluation of children as empowered creative subjects, who, in dialogue to adults and in relation with more-than-humans, will be understood as co-educators. To that end, pedagogies that give priority to children’s creativity and to their critical and ethical thinking will be emphasized, making particular connection to the school of Philosophy with Children and the methodology based on picturebooks. (shrink)

What is silence? Is it a loss, an omission? Is it a stopping of the mouth, of the voice? An empty place where no meaning has come forward…or perhaps at times quite the opposite, an absence-as-presence Deleuze, 1990; Derrida, 1976)? Might silence evoke much more about what we assume is our monological, unitary reality, indexing possibilities yet unseen? This paper outlines the ways in which silence is typically understood according to scholarly orthodoxy: as omission in human communication or a silencing (...) of minoritized individuals or communities by those in power. It then moves to critique the preeminence of whitestream Western-centric academic authority, which self-perpetuates via the exclusion of outsider ways of doing, being and knowing such as those brought forward by silence, constituting a loss of meaning and knowledge from the social imaginary. This paper suggests that the pursuit of an articulate unknowing regarding silence as a creative, disruptive force beyond the control of rationality is a means of engaging with radical possibilities for a different, juster world. It proposes a socio-diologic politics of the real that welcomes silence as an unsettling of our current thinking about what is and will be possible, as well as who does and does not matter. It concludes by illustrating the ingenious force of silence in examples of subversive art that expose the hegemonizing, rational version of reality sold by academics and powerholders, bringing forward into the imagination what prospects for change, justice, and social transformation yet await. (shrink)

In this paper I draw apart two different contexts of Freirean pedagogical practice that I label interactional and institutional. The interactional refers to the immediate learning environment with relation to the interaction between the students and the teacher. In contrast, the institutional refers to how the institutions of education are managed, constructed, and organised and how they relate to the individuals those institutions are composed of. I begin by presenting a brief overview of Freire’s argument in favour of a revolutionary (...) pedagogy. I then highlight how this project is represented at both interactional and institutional levels with a particular focus upon the practice of the revolutionary leaders and their role in the development of the humanisation of the oppressed. In presenting the interactional and institutional elements of Freire’s pedagogy separately the tension between the individual and the state is made plain and the limitations of his politico-educational project are drawn out. I argue that due to an inconsistent application of the relationship between means and ends in Freire’s politico-educational project an incoherence between the interactional and institutional levels of education is highlighted. In responding to this limitation of Freire’s politico-educational project with a thoroughly interconnected relationship of means and ends I show that there remains a necessary conflict between the interests of the individual and the state. As a result of this a door is opened for the development of an argument in favour of the disestablishment of education and state from a Freirean perspective. (shrink)

The enactive approach provides a perspective on human bodies in their organic, sensorimotor, social, and linguistic dimensions, but many fundamental issues still remain unaddressed. A crucial desideratum for a theory of human bodies is that it be able to account for concrete human becoming. In this article I show that enactive theory possesses resources to achieve this goal. Being an existential structure, human becoming is best approached by a series of progressive formal indications. I discuss three standpoints on human becoming (...) as open, indeterminate, and therefore historical using the voices of Pico della Mirandola, Gordon W. Allport, and Paulo Freire. Drawing on Gilbert Simondon’s philosophy of individuation we move from an existential to an ontological register in looking at modes of embodied becoming. His scheme of interpretation of the relation between modes of individuation allows us to understand human becoming in terms of a tendency to neotenization. I compare this ontology with an enactive theoretical account of the dimensions of embodiment, finding several compatibilities and complementarities. Various forms of bodily unfinishedness in enaction fit the Simondonian ontology and the existential analysis, where transindividuality corresponds to participatory sense-making and Freire’s joint becoming of individuals and communities correlates with the open tensions in linguistic bodies between incorporation and incarnation of linguistic acts. I test some of this ideas by considering the plausibility of artificial bodies and personal becoming from an enactive perspective, using the case of replicants in the film Blade Runner. The conclusion is that any kind of personhood, replicants included, requires living through an actual history of concrete becoming. (shrink)

There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better understanding (...) where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice. (shrink)

In search of our highest capacities, cognitive scientists aim to explain things like mathematics, language, and planning. But are these really our most sophisticated forms of knowing? In this paper, I point to a different pinnacle of cognition. Our most sophisticated human knowing, I think, lies in how we engage with each other, in our relating. Cognitive science and philosophy of mind have largely ignored the ways of knowing at play here. At the same time, the emphasis on discrete, rational (...) knowing to the detriment of engaged, human knowing pervades societal practices and institutions, often with harmful effects on people and their relations. There are many reasons why we need a new, engaged—or even engaging—epistemology of human knowing. The enactive theory of participatory sense-making takes steps towards this, but it needs deepening. Kym Maclaren’s idea of letting be invites such a deepening. Characterizing knowing as a relationship of letting be provides a nuanced way to deal with the tensions between the knower’s being and the being of the known, as they meet in the process of knowing-and-being-known. This meeting of knower and known is not easy to understand. However, there is a mode of relating in which we know it well, and that is: in loving relationships. I propose to look at human knowing through the lens of loving. We then see that both knowing and loving are existential, dialectic ways in which concrete and particular beings engage with each other. (shrink)

In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of inclusion as the (...) very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being. (shrink)

ABSTRACTThis paper explores the role of exemplarity in education through a conceptualisation of two different dimensions of exemplarity in educational practice. Pedagogical exemplarity, which relates to the pedagogical and ethical dimension of educational practice. In other words, this dimension explores the educational moments when someone takes up an exemplary function in educational practice. Didactical exemplarity, which relates to the exemplary function of subject matter or educational content. In other words, this dimension explores the educational moments when something takes up an (...) exemplary function in educational practice. Through an initial conceptual exploration of these two dimensions, via the works of Linda Zagzebski and Martin Wagenschein, the paper sets out to lay the foundation for a deeper understanding of the role of exemplarity in education. (shrink)

In this article, I am suggesting that one effective strategy for revitalizing moral education consists in incorporating classical traditions of care ethics, East and West, which are very mu...

Given present criticisms of contemporary education and leadership practices, this article investigates the ways in which the basic concepts of state freedom and bureaucracy stifle ethics and social justice in educational leadership practices through the philosophical framework of Emmanuel Levinas. By investigating Levinas’ ‘an-archy’, the definition of ethics and justice in school leadership can be reframed towards responsibility to otherness rather than individual freedom. The anarchical ethic of pure responsibility to the Other suggests that educational leaders should prioritize specific acts (...) of responsibility over general actions based on the assumptions of traditional state education. Aspects of transactional, transformational, and social justice leadership are critiqued from this perspective. (shrink)

The purpose of this article is to explore Heidegger’s approach to how educa- tion and reflection endeavor, which have been experienced through a vast variety of both regional and universal approaches, should be experienced. Hence, I’ll start with explaining Heidegger’s problematics. “Why he takes all philosophical problems into one question?”, “What is the meaning of be- ing?”, and then I will explain what we should understand by education and reflection process. Heidegger links it to an exploration process, investigation of the (...) truth. He believes that the primary responsibility in this process lies on universities and rulers. The process should be centered on reflection and individuals should be reflecting by challenging their own and other individ- uals’ existence. This leads us to two concepts: Being-in-the-world (In-der-Welt- sein) and co-existence (being-with, Mitsein). The most remarkable ability of Dasein, as he calls, is the reflection, and it facilitates challenge. Through its capabilities, the individual (Dasein) will turn out to be self-conscious of its existence. Grounding on being-in-the-world and co-existence concepts, Das- ein can challenge the existence and starts exploring the being. This leads to reflection and questioning, which together form an educational and learning process. Education and learning are the two technical parts of exploring Da- sein’s existence. Due to scientific methods and methodological approaches of education, cultural, regional and local attributes are ignored. Heidegger believes that the individual coexists, which requires considering all the dif- ferences around it. Heidegger stresses the importance of reflection and says that the West has a flawed approach. Criticizing that flawed approach which is solely centered on the subject, Heidegger asserts an educational model which reckons many differences such as culture, challenge, etc. (shrink)

The article presents an original needs-based partial theory of human injustice and shows its relationship to existing theories of human need and human liberation. The theory is based on an original typology of three social structural sources of human injustice, a partial theorization of the mechanisms of human injustice, and a needs-based theorization of the nature of human injustice, as experienced by individuals. The article makes a sociological contribution to normative social theory by clarifying the relationship of human injustice to (...) human needs, human rights, and human liberation. The theory contends that human injustice is produced when oppression, mechanistic dehumanization, and exploitation create systematic inequality in opportunities to address human needs, leading to wrongful need deprivation and the resulting serious harm. In one longer sentence, this needs-based partial theory of the sources, mechanisms, and nature of human injustice contends that three distinct social systemic sources—oppression, mechanistic dehumanization, and exploitation—produce unique and/or overlapping social mechanisms, which create systematic inequality in opportunities to address universal human needs in culturally specific ways, thus producing the nature of the human injustice theorized here: wrongfully unmet needs and serious harm. (shrink)

This study details the political climate and logic priming the termination of Mexican American Studies in elementary and high school programs within the state of Arizona. The author applies conceptual content analysis and intertextuality to decode euphemisms incorporated by opponents of the program. Primary sources by the state’s Attorney General Tom Horne and school board Superintendent of Public Instruction John Huppenthal are examined for rationales used in the elimination of a pedagogically empowering program for Latina/o students within Tucson Unified School (...) District. Repetitive paradoxes in arguments against Mexican American Studies are found to have implicitly formed a threat to the majority. Reasoning in public statements by the aforementioned politicians and frames for discussion of the program are concluded to have appealed to mainstream audiences as a decoy from alternative motives of maintaining current power structures with Latina/os subjugated to lower socio-economic statuses compared to White counterparts. (shrink)

Agroecology has been proposed as a key building block for food sovereignty. This article examines the meaning, practices and potentials of ‘transformative agroecology learning’ as a collective strategy for food system transformation. Our study is based on our qualitative and action research with the European Coordination of Via Campesina to develop the European Agroecology Knowledge Exchange Network. This network is linked to the global network of La Via Campesina and builds on the strong experiences and traditions of popular education in (...) Latin American peasant movements. Rather than focusing on agroecology education as a process of individual learning, we analyse how a transformative agroecology education can be strengthened as a critical repertoire of action used by social movements to advance food sovereignty. Our analysis contributes a new theory of transformative agroecology learning based on four key characteristics or qualities: horizontalism; diálogo de saberes ; combining practical and political knowledge; and building social movement networks. While these different elements of transformative agroecology learning were present across EAKEN, they were unevenly developed and, in many cases, not systematized. The framework can help to strategically and reflexively systematize and strengthen a transformative agroecology learning approach as a key building block for food sovereignty. (shrink)

In an age of nationalisation of international educational policy, or vice versa, the politics and conflicts behind such policies often take centre stage to the detriment of professional expertise. In response, this article develops a nuanced critical realism to propose a practice-based development and implementation of educational policy reforms. Based on empirical reports of head teachers’ subversive practice, the article concludes by highlighting that professional expertise is a central component, dubbed ‘formless capability’, that all stakeholders use to turn policy intentions (...) into policy actions. Actuality consists of the three traditional domains of critical realism – the real, the actual and the empirical – whose importance is derived from whether it is a means to or an end in itself. It is argued here that empirical experiences of leading schools are the stage of actuality that is directly... (shrink)

Human development requires the education of autonomous citizens, capable of critically approaching their opportunities. However, if this is left to the school alone, the children’s most important educational environment—the family—is neglected. The Community of Inquiry, developed by Matthew Lipman into an educational methodology, aims at educating students to be critical citizens by developing habits of mind through collaborative philosophical inquiry. The research reported here was targeted at introducing the COI into the family, particularly addressing the intersubjective relationships among participants. In (...) Uruguay, ‘Community Teachers’ visit disadvantaged homes to follow children’s progress and to increase the retention rates. Two Participatory Action Research activities were implemented in 2012 and 2016, in which sixty Community Teachers were trained in the COI methodology and applied it to their work with families. The observations made suggest the COI can support the promotion of human development from the very heart of the family. (shrink)

Our aim in this article is twofold. First, we challenge the essentialized notion of adolescents and young people as perpetually driven to resist the authority of adults. At the same time, we disrupt linguistic conceptions of adolescent discourse, along with the discourse of youth at risk, by analyzing a transcript of classroom discourse that reflects an exchange between a highly regarded and well liked preservice teacher and his students. This representative transcript highlights the preservice teacher's ability to query, without a (...) concomitant ability to listen, respond, and build a classroom dialogue with his students; what we call here a Socratic monologue. Second, we link the notions of dialogue and responsiveness to Bakhtin's concept of answerability, emphasizing the joint construction of classroom discourse as an ethically answerable relation between teacher and students. He is currently doing research on new Asian pedagogies. Her research interests include applying sociocultural and critical lenses to the study of identity construction, in particular, the social construction of “at risk” identities for young people. Her current research documents the experiences of students and teachers in alternative high school programs. She is co-editor of Re/constructing “the adolescent”: Sign, symbol and body forthcoming from Peter Lang, Educational imaginings: On the play of texts and contexts with Shaun Rawolle published by Australian Academic Press, and Crossing boundaries: Perspectives across paradigms in educational research, with Paula Jervis-Tracey, also published by Australian Academic Press. (shrink)

The Liberal Arts model of undergraduate education within small, internationally-focused University Colleges is becoming increasingly popular in Europe. This trend is most notable in the Netherlands, where the liberal arts model is acclaimed as filling a gap in Dutch undergraduate education at conventional research universities. This paper explores the status of the Dutch University College as simultaneously continuing the liberal arts tradition of the US, with its civic and pedagogic values, and providing a truly modern education preparing students to find (...) innovative and inter-disciplinary solutions to the complex problems which define contemporary society. It concludes that the traditional role of a liberal arts education in cultivating intellectual rather than vocation skills does not have to exclude its appeal as providing the skills necessary for professional success in global sectors of the 21 st century knowledge economy. (shrink)

“Critical thinking in higher education” is a phrase that means many things to many people. It is a broad church. Does it mean a propensity for finding fault? Does it refer to an analytical method? Does it mean an ethical attitude or a disposition? Does it mean all of the above? Educating to develop critical intellectuals and the Marxist concept of critical consciousness are very different from the logician’s toolkit of finding fallacies in passages of text, or the practice of (...) identifying and distinguishing valid from invalid syllogisms. Critical thinking in higher education can also encompass debates about critical pedagogy, i.e., political critiques of the role and function of education in society, critical feminist approaches to curriculum, issues related to what has become known as critical citizenship, or any other education-related topic that uses the appellation “critical”. Equally, it can, and usually does, refer to the importance and centrality of developing general skills in reasoning—skills that we hope all graduates possess. Yet, despite more than four decades of dedicated scholarly work “critical thinking” remains as elusive as ever. As a concept, it is, as Raymond Williams has noted, a ‘most difficult one’ (Williams, 1976, p. 74). (shrink)

What is critical thinking, especially in the context of higher education? How have research and scholarship on the matter developed over recent past decades? What is the current state of the art here? How might the potential of critical thinking be enhanced? What kinds of teaching are necessary in order to realize that potential? And just why is this topic important now? These are the key questions motivating this volume. We hesitate to use terms such as “comprehensive” or “complete” or (...) “definitive,” but we believe that, taken in the round, the chapters in this volume together offer a fair insight into the contemporary understandings of higher education worldwide. We also believe that this volume is much needed, and we shall try to justify that claim in this introduction. (shrink)

There has been the recurrent suspicion that community, harmony, cohesion, and similar relational goods as understood in the African ethical tradition threaten to occlude difference. Often, it has been Western defenders of liberty who have raised the concern that these characteristically sub-Saharan values fail to account adequately for individuality, although some contemporary African thinkers have expressed the same concern. In this chapter, I provide a certain understanding of the sub-Saharan value of communal relationship and demonstrate that it entails a substantial (...) allowance for difference. I aim to show that African thinkers need not appeal to, say, characteristically Euro-American values of authenticity or autonomy to make sense of why individuals should not be pressured to conform to a group’s norms regarding sex and gender. A key illustration involves homosexuality. (shrink)

Intersemiotic translation (IT) was defined by Roman Jakobson (The Translation Studies Reader, Routledge, London, p. 114, 2000) as “transmutation of signs”—“an interpretation of verbal signs by means of signs of nonverbal sign systems.” Despite its theoretical relevance, and in spite of the frequency in which it is practiced, the phenomenon remains virtually unexplored in terms of conceptual modeling, especially from a semiotic perspective. Our approach is based on two premises: (i) IT is fundamentally a semiotic operation process (semiosis) and (ii) (...) IT is a deeply iconic-dependent process. We exemplify our approach by means of literature to dance IT and we explore some implications for the development of a general model of IT. (shrink)

In this paper I discuss two attempts to challenge mainstream liberal education, by Hannah Arendt and by contemporary Israeli philosopher Hanan Alexander. Arendt and Alexander both identify problems in liberal-secular modern politics and present alternatives based on reconnecting politics and education to tradition. I analyze their positions and bring them into a dialogue that suggests a complex conception of education that avoids many of the pitfalls of modern liberal thought. First, I outline Arendt and Alexander’s educational views and discuss their (...) similarities, arguing that both may be understood as opposed to the modern attempt to adopt a «view from nowhere» at the world. Next, I suggest that Alexander’s view may benefit from adopting Arendt’s conceptions of tradition and authority. In the consecutive section, I argue that Alexander sheds light on significant problems in Arendt’s approach to education, problems his understanding of critical dialogue can help solve. The succeeding section joins the two views together to form an approach I call «critical traditionalism», and examines it against prevailing approaches to political education. I conclude by pointing to an important point overlooked by both Arendt and Alexander, namely the need for internal political struggle within each tradition. (shrink)

Michelle’s thesis explores the extent to which a researcher could contribute to change by engaging leaders in conversations that might intensify commitment to or the direction of their actions around socio-environmental decline in Bermuda as a country historically organised in the tradition of an entrepreneurial for-profit enterprise. The framing of a space to reflect on highlighted the significance of time that led to the bricolage design of a heuristic device called a moon gate. Time, the keystone of the moon gate, (...) created a prism lighting up the twists and turns of kaleidoscopic images of the chaos of the markets and the creative diversity of human and nonhuman participants. She undertook a philosophical approach with her study of the contested space of time around sensitivity to maintaining a fulcrum point based on the wellbeing of people and planet. (shrink)

Peace and conflict studies education has grown significantly in the last 30 years, mainly in Higher Education. This article critically analyzes the ways in which this field might be subject to poststructural critique, and posits Bourdieusian second-order reflexivity as a means of responding to these critiques. We propose here that theory-building within PACS education is often limited by the dominance of Galtung and Freire, and that, while the foundational ideas of positive and negative peace, structural and cultural violence, conscientization, reflexivity (...) and critical pedagogy are still relevant today, they nevertheless need to be combined in new ways with each other, and with Bourdieu’s notions of habitus and field, to adequately respond to poststructural critique. Thus, we call here for greater field-based reflexivity in twenty-first century PACS. (shrink)