This book opens an original and timely perspective on why it is we teach and want to pass on our world to the new generation. Teaching is presented in this book as a way of being, rather than as a matter of expertise, which is driven by love for a subject matter. With the help of philosophical thinkers such as Arendt, Badiou and Agamben, the authors articulate a fully positive account of education that goes beyond the critical approach, which has (...) become prevailing in much contemporary educational theory, and which testifies to a hate of the world and to a confusion of what politics and education are about. Therefore, the authors develop the idea of a thing-centred pedagogy, as opposed to both teacher-centred and student-centred approaches. The authors furthermore illustrate their purely educational account of teaching by looking at the writing and the television performance of Leonard Bernstein who embodies what teaching out of love and care for a subject is all about. This book is of interest to all those concerned with fundamental and philosophical questions about education and to those interested in education. (shrink)

Jean‐Paul Sartre claims in his 1945 lecture ‘Existentialism is a Humanism’ that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's ‘spiritual master’ Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human being. After the Enlightenment, the Western concept of man has been presented (...) in education in the form of Kantian humanistic essentialism. At least in the Finnish educational system, Kantian humanism is almost an official ideological background of all national curriculums. Is such a kind of essentialism and metaphysics plausible in our modern or postmodern times? We examine the Sartre‐Heidegger controversy on humanism and the concept of man in education using Freire's humanism and Gelassenheit education as exemplars. (shrink)

Jean-Paul Sartre claims in his 1945 lecture ‘Existentialism is a Humanism’ that there are two kinds of existentialism: that of Christians like Karl Jaspers, and atheistic like Martin Heidegger. Sartre's ‘spiritual master’ Heidegger had no problem with Sartre defining him as an atheist, but he had serious problems with Sartre's concept of humanism and existentialism. Heidegger claims that the essence of humanism lies in the essence of the human being. After the Enlightenment, the Western concept of man has been presented (...) in education in the form of Kantian humanistic essentialism. At least in the Finnish educational system, Kantian humanism is almost an official ideological background of all national curriculums. Is such a kind of essentialism and metaphysics plausible in our modern or postmodern times? We examine the Sartre-Heidegger controversy on humanism and the concept of man in education using Freire's humanism and Gelassenheit education as exemplars. (shrink)

For the one hundredth anniversary of Sartre's birth it is fitting to consider some of the ways in which his thought remains relevant to our present concerns and to those of the foreseeable future. In this age of terrorism, most people would perhaps think first of Sartre's writings on political violence. Analytical philosophers, on the other hand, might be more inclined to cite Sartre's early works on such "hot" topics as the emotions and the imagination, not to mention consciousness more (...) generally. And historians of philosophy, mindful of the cyclical nature of philosophical fashions and enthusiasms, might well point to a developing resurgence of interest in phenomenology, and to Sartre's distinctive contributions to that philosophical movement. Indeed, given the astonishing range of Sartre's writings, on everything from art to biography to history to psychology to literary criticism, it is impossible in one short essay to identify every contribution of enduring (or perhaps even permanent) value. Accordingly, I will focus here on just two topics: freedom and education. (shrink)

Few educators and philosophers of education have discussed how to challenge the curse of bad faith that Sartre describes as central to human existence. This essay suggests that in pointing out that “consciousness is a being such that in its being, its being is in question in so far as its being implies a being other than itself” Sartre has suggested that questioning is ontologically primary and that by radical questioning a person can challenge bad faith. The educational challenge of (...) assuming a manner of existence that will choose questioning over bad faith is described with the help of Sartre's novel Nausea and the ontology developed in Being and Nothingness. (shrink)