Constructivism, contextualization, and critique—these three concepts are central to and representative of educational research. This article elaborates in three steps why it is important for educational research to engage epistemologically with Bruno Latour and Actor-Network Theory (ANT) in order to revise these basic concepts. The first section identifies some of the historical trajectories that helped to establish the belief in constructivism, contextualization, and critique in educational research. A second section deals with the shifts Latour proposes in order to revision constructivism (...) and contextualization, and, in doing so, to reframe critique. I suggest that this reframing may be called ‘post-critique’. A third section takes up the example of the history of educational technologies to illustrate why it is important to link epistemology and history in educational research and how exactly this can be done by ‘making’ post-critical history with Latour and ANT. (shrink)

This article examines the relevance of post-criticality as a research stance across various traditions in educational research. After problematizing the dominance of critical approaches centred on deconstruction and denunciation, the authors advocate instead for an empirical philosophy of education. This article sets the stage for a suite of articles, published in this issue, which explore affirmative, engaged methodologies that prioritize proximity to educational practices over detached critique. Collectively, the articles investigate how post-critical methodologies can produce richer understandings of educational realities (...) and foster meaningful connections between theory and practice. (shrink)

ABSTRACTFor Rorty, any attempt to articulate a theory of truth as such is of no interest. This implies that although it may be meaningful to differentiate the truths from the falsehoods, it is pointless to say what the property of goodness is in the things we believe are good to do. Rorty points out that our no longer understanding Philosophy – with the capital ‘P’–as the framing of normative notions would make room for a post-philosophical culture where the philosophers’ activity (...) would be closer to the practices of cultural critique with the self-imposed limitation of devoting themselves exclusively to advancing descriptions of how things relate to each other. This article aims to explore what would happen if this provocation were brought to the field of Pedagogy. Taking on this Rortyan theme, keeping hope on the potentially liberating and transformative power of education implies a hopeful attitude by which individuals involved in education processes express their love for the world as a commitment to a better future, as well as their belief in its possibilities. (shrink)

This article interlaces the story ‘Comfort’ by Alice Munro with Hannah Arendt’s understanding of education as intergenerational passing on. Its principal aim is not to criticise Arendt or the fictional character of Lewis but to work with them towards a richer and more complex understanding of what can go wrong in education in general and teaching in particular. For this purpose, the article does not start from a theoretical framework but from the concrete aesthetic artifact – the story – itself. (...) The departing question is: What can we learn from the literary description for our theoretical understanding of the intergenerational in educational relations? (shrink)

ABSTRACTThe paper is a response to the articles published in the current issue analysing Rorty’s philosophy of hope. In these articles, Bianca Thoilliez, Stefano Oliverio and Kai Wortmann highlight the pragmatist characteristics of post-critical pedagogy. Taking a poststructuralist perspective, I propose to examine some limits of the association between Rorty’s philosophy of hope and post-critical pedagogy. I will discuss, in turn, their take on the definition of hope, on the place of critique in post-critical pedagogy and on the affirmative ethos (...) of post-critical pedagogy. (shrink)

While civic education may not always be explicitly included in school curriculums, it can still be imparted through various non-teaching practices and in different places. In this article, we will delve into three potential educational spaces -memorials, museums, and libraries- that are commonly found in Western democracies. We will explore the significance and scope of each of these spaces and discuss their respective ethical, political, and aesthetic responsibilities. Additionally, we will examine how they possess agency and can influence the educational (...) process, recognizing that even non-human entities, such as nature itself, can play an important role in shaping our understanding of civic education. (shrink)

Calvino’s reflection on _quickness_ brings the reader through a zig-zag journey without a predefined destination, crossing the history of literature in order to think about writing and the relationship between physical speed and speed of mind. To discuss _quickness_ as a virtue, Calvino refers to the potentiality of human reasoning and typifies different styles of thought. Elaborating on _quickness_ as a quality and a virtue in the contemporary societal and more particularly educational context which is conceptualized as “accelerated time” (Rosa (...) _Social Acceleration: A New Theory of Modernity_, 2013) and “network time” (Hassan _Time & Society_ 12:226–241, 2003) might at first glance seem somewhat irrelevant. However, the pressing relevance of this virtue lies precisely in the digitized direction which school education is faced with. The shift towards digital school education bears the implication of decoupling the space and time of education from the here and now of the classroom. This, on the flip side means allowing global events as well as personal happenings of the teacher and students to enter the classroom, leading the lesson time to become a poly-synchronous time. That is against this contemporary background of digital education that this article attempts to relate to Calvino’s understanding of quickness. The article embarks on characterizing four aspects of Calvino’s reading of quickness and problematizes their manifestation in the current digital school education climate and finally, it seeks to open some concrete horizons for re-introducing quickness as a virtue for education in the digital age. (shrink)