Self-cultivation—taking pedagogical action to educate oneself—is an integral part of non-formal adult education. Ever since Greek antiquity, it has been a central ingredient in the western philosophical and educational tradition. However, we argue that the global challenges that have emerged in the present era of the ecological crisis call for a new kind of understanding of this basic educational phenomenon. Based in particular on recent work in dark ecology and its central concept of the ‘uncanny’, we outline a few key (...) features of our time in relation to the contemporary challenge of self-cultivation. We then review extant literature on self-cultivation to ascertain whether the theoretical resources that have been used to conceptualise it in the past are capable of addressing these new aspects of self-cultivation. We conclude that each of the theoretical resources analysed here offer valuable insights into the novel challenges facing self-cultivation, though not all important questions can be answered. By specifying the contributions and limitations of these theoretical resources, we pave the way for future work on conceptualising self-cultivation for our times. (shrink)

In recent years new discourses have emerged to inform philosophy and pedagogy in early childhood. These range from various postfoundational perspectives to objectivist accounts such as neuroscience in relation to brain development. Given the variety of competing narratives, the field is complex and multifaceted with potential to revision early childhood pedagogy through varied paradigms and philosophical orientations. This special issue sought scholarship on a range of philosophical perspectives about early childhood education, particularly those related to issues of pedagogy. In this (...) article, we develop an argument for philosophically informed pedagogy to balance some of the psychological and empirical approaches that dominate the field. Based on the provocations of the seven articles that comprise this issue, we argue for greater attention to subjective and even mysterious approaches to learning that call for ontological orientations to pedagogy as a relationship rather than a response or an intervention. (shrink)

Taking as its starting-point the interest in archaeological metaphors evinced by Freud and by Jung, this paper considers the project of analytical psychology under the rubric of the recently discussed term, ‘philosophical archaeology’. Noting the shared methodological assumptions and procedures between these two areas, the paper goes on to examine the extent to which Jung’s project can legitimately be considered as an archaeological pursuit in respect of two key aspects: its humanism, and its hermeneutics. In this second case, the paper (...) concludes, we can learn much from Jung’s recently published Red Book, sections of which may be profitably read through the lens of his seminal paper, ‘The Aims of Psychotherapy’. What emerges from this discussion is a clearer appreciation of the role of the archaic in Jung’s thought, an insight into the analytic consulting-room (as a place of the archetypal) as a third instance of the site of philosophical archaeology in addition to the archive (as a place of statement or l’énoncé) and the museum (as a place of expression), and a confirmation of Heidegger’s assertion that ‘the authenticity and greatness of historical knowledge reside in an understanding of the mysterious character of the beginning’. (shrink)