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  1. Teaching with Pensive Images: Rethinking Curiosity in Paulo Freire's Pedagogy of the Oppressed.Tyson E. Lewis - 2012 - Journal of Aesthetic Education 46 (1):27-45.
    Often when I am teaching philosophy of education, my students begin the process of inquiry by prefacing their questions with something along the lines of "I'm just curious, but . . . ." Why do we feel compelled as teachers and as students to express our curiosity as just curiosity? Perhaps there is a slight embarrassment in proclaiming our curiosity, which, in its strongest formulation, appears to be too assertive, too aggressive, or too inappropriate to speak in public in front (...)
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  • Rancière, music, and the musicality of teaching.Johannes Rytzler - 2023 - Journal of Philosophy of Education 57 (3):678-694.
    While the aesthetics of Rancière is a well-explored topic, there has been something missing from the reception of his works, and that is the relation between Rancière’s aesthetics and music. However, in recent years an interest in this relation has resulted in several academic contributions, which is sign enough that there is in fact a musical element in his works. Rancière himself, in response to this reception, has acknowledged as much. Music is a human form of expression that uses the (...)
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  • The Future of the Image in Critical Pedagogy.Tyson E. Lewis - 2010 - Studies in Philosophy and Education 30 (1):37-51.
    Although there is ample interrogation of advertising/commercial/media culture in critical pedagogy, there is little attention paid to the fine arts and to aesthetic experience. This lacuna is all the more perplexing given Paulo Freire’s use of artist Francisco Brenand’s illustrations for his culture circles. In this essay I will return to Freire’s original description of the relationship between fine art images and conscientizacao in order to map out the future of the image in critical pedagogy. This return to the origin (...)
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  • Initiating 'The Methodology of Jacques Rancière': How Does it All Start?Duncan P. Mercieca - 2012 - Studies in Philosophy and Education 31 (4):407-417.
    Educationalists are currently engaging with Jacques Rancière’s thought on emancipation and equality. The focus of this paper is on what initiates the process that starts emancipation. With reference to teachers the question is: how do teachers become emancipated? This paper discusses how the teacher’s life is made ‘sensible’ and how sense is distributed in her life. Two stories are taken from Rancière’s own work, that of Ingrid Bergman and Joseph Jacotot, that give us an indication of the initiation process of (...)
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