The new further education, characterised by managerialism, accounting systems and the packaging of learning, has brought about far-reaching changes for staff and students, changes that can broadly be understood in terms of technology. This paper seeks to gain a new perspective on this through a consideration of Heidegger’s exploration of techne and of the pathologies of technology. The various responses that Heidegger advocates in the face of technology are then related to possibilities of good practice in technical and further education. (...) The discussion involves questions concerning work and language, especially as these arise in conditions of postmodernity. (shrink)

In this essay, Gert Biesta provides a critical analysis of the idea of evidence‐based practice and the ways in which it has been promoted and implemented in the field of education, focusing on the tension between scientific and democratic control over educational practice and research. Biesta examines three key assumptions of evidence‐based education: first, the extent to which educational practice can be compared to the practice of medicine, the field in which evidence‐based practice was first developed; second, the role of (...) knowledge in professional actions, with special attention to what kind of epistemology is appropriate for professional practices that wish to be informed by the outcomes of research; and third, the expectations about the practical role of research implicit in the idea of evidence‐based education. Biesta concludes that evidence‐based practice provides a framework for understanding the role of research in educational practice that not only restricts the scope of decision making to questions about effectivity and effectiveness, but that also restricts the opportunities for participation in educational decision making. He argues that we must expand our views about the interrelations among research, policy, and practice to keep in view education as a thoroughly moral and political practice that requires continuous democratic contestation and deliberation. (shrink)

The use of philosophy in educational programmes and practices under such names as philosophy for children, philosophy with children, or the community of philosophical enquiry, has become well established in many countries around the world. The main attraction of the educational use of philosophy seems to lie in the claim that it can help children and young people to develop skills for thinking critically, reflectively and reasonably. By locating the acquisition of such skills within communities of enquiry, the further claim (...) is that engagement with philosophy can foster the development of moral reflection and sensitivity and of social and democratic skills more generally. Claims like these provide a set of arguments for the inclusion of philosophy in the school curriculum that goes well beyond philosophy as just another curricular subject or body of knowledge. The aim of this article is to raise some questions about the conception of education that appears to inform the discussion about the educational use of philosophy. My ambition is to suggest an additional rather than an alternative view about the educational use of philosophy in the hope that this may act as a reminder of a different way in which one can engage with philosophy in educational settings which, in turn, might also act as a reminder of how philosophy might engage with us. The philosophical distinction in which my argument is phrased is that between humanism and post-humanism and the guiding educational concept is that of exposure. (shrink)

Hermeneutics has had a pervasive influence on contemporary philosophy, social and cultural theory, literary criticism, and aesthetics. In this book one of Europe's foremost contemporary philosophers provides hermeneutics with a fresh relevance and a substantive account of its philosophical meaning for science, ethics, religion, and art. Vattimo argues for a reading of hermeneutics that radicalises it according to what the author calls its 'nihilistic vocation', a term referring to the interpretive character of truth and taken from Nietzsche's statement that there (...) are, in the modern period, no facts, only interpretations. Modernity, for Vattimo, is conceived as the advent of nihilism, and the central question of the book is to ask what it means to take this nihilistic vocation seriously. This involves not simply accepting the current status of hermeneutics, but evaluating why it appears when, and where, it does. (shrink)

How far can consistent assessment capture all the worthwhile features of educational achievement? Are some important components of learning necessarily open to a range of potentially inconsistent judgments by different assessors? I argue for a cautiously affirmative answer to this question, drawing on analogies with aesthetic judgments and a rehearsal of the holistic characteristics of some assessment criteria. I also employ recent treatments of moral particularism and of concepts of incommensurability to oppose the drive for consistency in assessment required by (...) a high stakes accountability regime. (shrink)

The idea that professional practices such as education should be based upon or at least be informed by evidence continues to capture the imagination of many politicians, policy makers, practitioners and researchers. There is growing evidence of the influence of this line of thought. At the same time there is a growing body of work that has raised fundamental questions about the feasibility of the idea of evidence-based or evidence-informed practice. In this paper I make a further contribution to this (...) discussion through an analysis of a number of assumptions that inform the discussion. I focus on the epistemological, ontological and praxeological dimensions of the discussion and in each domain identify a deficit. In the epistemological domain there is a knowledge deficit, in the ontological domain an effectiveness or efficacy deficit and in the practice domain an application deficit. Taken together these deficits not only raise some important questions about the very idea of evidence-based practice but also highlight the role of normativity, power and values. Against this background I outline the case for the idea of value-based education as an alternative for evidence-based education. As I am generally concerned about the expectations policy makers hold about what evidence can and should achieve in professional practices such as education, my contribution is primarily meant to provide educators and other professionals with arguments that can help them to resist unwarranted expectations about the role of evidence in their practices and even more so of unwarranted interventions in their practices. (shrink)

In this groundbreaking book, Andrea R. English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr. English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings of education.

A cosmopolitan ethic invites both an appreciation of the rich diversity of values, traditions and ways of life and a commitment to broad, universal principles of human rights that can secure the flourishing of that diversity. Despite the tension between universalism and particularism inherent in this outlook, it has received much recent attention in education. I focus here on one of the dilemmas to be faced in taking cosmopolitanism seriously, namely, the difficulty of judging what is just in the context (...) of an increasingly divergent public—and classroom—discourse about values, rights and equality. I propose in what follows that judgement cannot rely on any script, even one as attractive, perhaps, as cosmopolitanism. To explore what is at stake in making judgements in an educational context, I draw on both Hannah Arendt's and Emmanuel Levinas's notions of judgement and thinking. The paper discusses the educational significance of thought and judgement as conditions for reframing the universalism–particularism problem found in a cosmopolitan ethic. My argument is that there is a world of difference between educating for cosmopolitanism, which entails a faith in principles, and ‘thinking cosmopolitan’, which entails a hope in justice for my neighbours. (shrink)

This article offers a reading of the philosophies of Emmanuel Levinas and Theravada Buddhism across and through their differences in order to rethink an education that is committed to ‘negative capability’ and the sensibility to uncertainty that this entails. In fleshing this out, I first explore Buddhist ideas of impermanence, suffering and non-self, known as the three marks of existence, from the perspective of Theravada Buddhism. I explore in particular vipassana meditation's insistence on openness to the transient nature of experience (...) and self, and the notion of ‘encounter’ that is implied therein. I then interweave this with Levinas's notion of an ethics of alterity. I argue that taken in tandem, both provide the condition through which another kind of ethical sensibility can be developed—that is, one that is attuned to our encounters with the world. In conclusion, the article reflects on how this sensibility as ‘negative capability’ can re-inform an ethics of educational practices, which are by nature themselves necessarily involved with change and uncertainty. (shrink)

The new further education, characterised by managerialism, accounting systems and the packaging of learning, has brought about far-reaching changes for staff and students, changes that can broadly be understood in terms of technology. This paper seeks to gain a new perspective on this through a consideration of Heidegger’s exploration of techne and of the pathologies of technology. The various responses that Heidegger advocates in the face of technology are then related to possibilities of good practice in technical and further education. (...) The discussion involves questions concerning work and language, especially as these arise in conditions of postmodernity. (shrink)

In this methodological reflection, I describe the multidisciplinary hermeneutic process of philosophizing about teacher dissatisfaction. I discuss how philosophy serves as a starting point for interpretive work based on interviews with former teachers and readings of qualitative and quantitative research on teacher attrition and dissatisfaction. The result has been a project that enabled me to offer new descriptions of phenomena and to develop concepts that can be used to interpret the moral dimensions of teacher dissatisfaction. The fact that I return (...) to language and concepts as my research outcomes is why, despite my multidisciplinary approach, I continue to describe my work as philosophical. I suggest that philosophical enquiry pursued through empirical research has the potential to inform larger empirical studies, serve as a “sensitizing instrument” for empirical analysis, and to open discursive spaces where common understandings limit interpretive possibilities. (shrink)

In this review essay, Robert Rhoads and Shannon Calderone consider how liberalism, as a guiding principle for school practices and educational policy making, reinforces heteronormativity through a doctrine of professed neutrality that circumscribes sexual expression and subjectivity. Through an analysis of Carol Vincent’s Social Justice, Education, and Identity; Cris Mayo’s Disputing the Subject of Sex: Sexuality and Public School Controversies; and Susan Birden’s Rethinking Sexual Identity in Education, Rhoads and Calderone argue that the form of liberalism espoused by schools operates (...) in contradiction to any pluralistic democratic project emphasizing social justice and inclusion of the “other.” By highlighting the discursive contradictions and structural conditions of schools that lead to the marginalization and disenfranchisement of lesbian, gay, bisexual, transgendered, and queer students, each book proposes alternative forms of educational praxis that attempt to disrupt the liberal status quo of schools. Such praxis, Rhoads and Calderone argue, offers possibilities for new forms of democratic organization within schools that conform with a more robust and inclusive notion of citizenship. (shrink)

Inspired by Aristotle, Franz Brentano revived the concept of intentionality to characterize the domain of mental phenomena studied by descriptive psychology. Edmund Husserl, while discarding much of Brentano?s conceptual framework and presuppositions, located intentionality at the core of his science of pure consciousness (phenomenology). Martin Heidegger, Husserl?s assistant from 1919 to 1923, dropped all reference to intentionality and consciousness in Being and Time (1927), and so appeared to break sharply with his avowed mentors, Brentano and Husserl. Some recent commentators have (...) sided with Heidegger and have endorsed his critique of Husserl and Brentano as still caught up in epistemological, representationalist approaches to intentionality. I argue that Heidegger is developing Husserl, focusing in particular on the ontological dimension of intentionality, not reversing or abandoning his account. Heidegger?s criticisms of representationalism merely repeat Husserl?s. Furthermore, I argue that Husserl?s account of cognitive intentionality, which recognizes the importance of the disinterested theoretical attitude for scientific knowledge, has been underestimated and misunderstood by Heidegger, who treats scientific cognition as a deficient form of practice. In short, Heidegger is more dependent on Husserl than he ever publicly acknowledged. (shrink)

Educating the gaze is easily understood as becoming conscious about what is 'really' happening in the world and becoming aware of the way our gaze is itself bound to a perspective and particular position. However, the paper explores a different idea. It understands educating the gaze not in the sense of 'educare' (teaching) but of 'e-ducere' as leading out, reaching out. E-ducating the gaze is not about getting at a liberated or critical view, but about liberating or displacing our view. (...) It is not about becoming conscious or aware , but about becoming attentive , about paying attention . E-ducating the gaze, then, is not depending on method, but relying on discipline; it does not require a rich methodology, but asks for a poor pedagogy, i.e. for practices which allow to expose ourselves. One example of such practice is that of walking. Consequently e-ducating the gaze could be about an invitation to go walking. This idea is explored b way of a comment on two quotations, one by Walter Benjamin and one by Michel Foucault. (shrink)

In an effort to disrupt the hegemonic dominance of learning theory, in this article Tyson Lewis explores the unique educational logic of studying. Drawing on the work of Giorgio Agamben, we can understand the operation of study as one of suspension through three modes: preferring not; no longer, not yet; and as not. But the relationship between the operation of suspension and the everyday mode of learning remains an open question requiring further analysis. In order to accomplish this task, it (...) is important to remember that for Agamben, study is a kind of profanation or improper life. Through examining Heidegger's analytic of Dasein's everyday being, Lewis demonstrates that the nature of study is always already saturated with the everyday, and is itself a contaminated process that is neither simply everyday living nor “authentic” existence. To be absolutely precise, the studier engages in idle talk, is curious, and is caught up in ambiguity in order to explore the seemingly uninhabitable zone that rests between everyday falling and authentically standing. Lewis concludes by offering Agamben's own work as a paradigm of study, illustrating how the smallest of freedoms opens to the studier: the freedom to dwell in potentiality. (shrink)

Offering a full-scale study of the theory of reality hidden beneath modern logic, The Metaphysical Foundations of Logic, a lecture course given in 1928, illuminates the transitional phase in Heidegger's thought from the existential analysis of Being and Time to the overcoming of metaphysics in his later philosophy. In a searching exposition of the metaphysical problems underpinning Leibniz's theory of logical judgment, Heidegger establishes that a given theory of logic is rooted in a certain conception of Being. He explores the (...) significance of Western logic as a system-building technical tool and as a cultural phenomenon that is centuries old. (shrink)

The question concerning technology.--The turning.--The word of Nietzsche: "God is dead."--The age of the world picture.--Science and reflection.

This book explores contrasting conceptions of "language and its limits". Aspects of the prevailing positivism are criticized and this extends to an examination of the wayward use of language in education (with particular reference to the language of curriculum planning and policy making). The account of language provides the basis for a critique of contemporary ideas of the self. This in turn leads to a challenging of the centrality of agency and of the idea of autonomy. The positive thesis is (...) an elaboration of the idea of receptiveness and the transcendence of the self in terms particularly of humility, attention and wonder. The book draws on the work of Heidegger and Wittgenstein, and explores much neglected aspects of their relationship. (shrink)

Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.

Written by one of the pre-eminent interpreters of Heidegger, this book is an important statement about the basis of human sociability that is a major contribution to the continuing debates about Heidegger in particular, and ethics in general. Existential philosophy is often thought to promote moral nihilism in which everything is permitted. This book demonstrates that, in the case of Martin Heidegger, any such accusation is unjust. On the contrary, Heidegger thought seriously about the implications of human co-existence, and this (...) book shows that conceptions of trust and responsibility that lie at the very heart of morality are to be found in the sketch of Mitsein - our being together with one another in the world - offered in Being and Time. That Heidegger never developed these conceptions may explain why they have been overlooked, but renders them no less important for that. (shrink)