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  1. The Coming Community.Fran Bartkowski & Giorgio Agamben - 1997 - Substance 26 (2):125.
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  • On Study: Giorgio Agamben and Educational Potentiality.Tyson E. Lewis - 2013 - New York: Routledge.
    In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional logic (...)
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  • The Educational Community as In-tentional Community.Igor Jasinski & Tyson E. Lewis - 2015 - Studies in Philosophy and Education 35 (4):371-383.
    This paper reassesses a perennial concern of philosophy of education: the nature of the educational community and the role of the teacher in relation to such a community. As an entry point into this broader question, we turn to Philosophy for children, which has consistently emphasized the importance of community. Yet, not unlike pragmatist notions of community more broadly, the P4C community has largely focused on the goal-directed, purposive, aspect of the process of inquiry. The purpose of our paper is (...)
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  • Homo Sacer: Sovereign Power and Bare Life.Giorgio Agamben - 1998 - Stanford University Press.
    The work of Giorgio Agamben, one of Italy's most important and original philosophers, has been based on an uncommon erudition in classical traditions of philosophy and rhetoric, the grammarians of late antiquity, Christian theology, and modern philosophy. Recently, Agamben has begun to direct his thinking to the constitution of the social and to some concrete, ethico-political conclusions concerning the state of society today, and the place of the individual within it. In Homo Sacer, Agamben aims to connect the problem of (...)
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  • Experiencing (Im)potentiality: Bollnow and Agamben on the Educational Meaning of School Practices.Joris Vlieghe - 2013 - Studies in Philosophy and Education 32 (2):189-203.
    This article explores the uses of Agamben’s philosophy for understanding the educational meaning of practices that typically take/took place at school, such as the collective rehearsal of the alphabet or the multiplication tables. More precisely, I propose that these forms of ‘practising’ show what schooling, as a particular and historically contingent institution, is all about. Instead of immediately assessing the ‘practice of practising’ in terms of learning outcomes, I turn to Bollnow’s attempt to analyze this phenomenon in a substantially educational (...)
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  • Potentialities: collected essays in philosophy.Giorgio Agamben - 1999 - Stanford, Calif.: Stanford University Press. Edited by Daniel Heller-Roazen.
    This volume constitutes the largest collection of writings by the Italian philosopher Giorgio Agamben hitherto published in any language and all but one appear in English for the first time. The essays consider figures in the history of philosophy (Plato, Plotinus, Spinoza, Hegel) and twentieth-century thought (Walter Benjamin, Heidegger, Derrida, Deleuze, the historian Aby Warburg, and the linguist J.-C. Milner). They also examine several central concerns of Agamben: the relation of linguistic and metaphysical categories; messianism in Islamic, Jewish, and Christian (...)
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  • Megarian possibilities.Stephen Makin - 1996 - Philosophical Studies 83 (3):253 - 276.
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  • Megaric Metaphysics.Dominic Bailey - 2012 - Ancient Philosophy 32 (2):303-321.
    I examine two startling claims attributed to some philosophers associated with Megara on the Isthmus of Corinth, namely: Ml. Something possesses a capacity at t if and only if it is exercising that capacity at t. M2. One can speak of a thing only by using its own proper A6yor;. In what follows, I will call the conjunction of Ml and M2 'Megaricism' .1 The lit­ erature on ancient philosophy contains several valuable discussions of Ml and M2 taken individually .2 (...)
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  • Communist Study: Education for the Commons.Derek R. Ford - 2022 - Lexington Books.
    Traversing the fields of pedagogy, philosophy, and political theory, this book develops a marxist theory of education that will be useful for academics and activists alike. The second edition includes two additional chapters as well as a new preface and revisions throughout.
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  • Active learning as destituent potential: Agambenian philosophy of education and moderate steps towards the coming politics.Michael P. A. Murphy - 2020 - Educational Philosophy and Theory 52 (1):66-78.
    Beginning in earnest in the late 1990s, educational researchers devoted increasing attention to the study of “active learning,” leading to a robust literature on the topic in the scholarship of teaching and learning. Meanwhile, during largely the same period, political theorists discovered the radical philosophy of Giorgio Agamben, which soon after began to ripple through more radical forms of philosophy of education. While both the SoTL works on active learning and writings of “Agambenian” philosophers of education have offered new insights (...)
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  • Daoist Onto - Un - Learning as a Radical Form of Study : Re-imagining Study and Learning from an Eastern Perspective.Weili Zhao - 2019 - Studies in Philosophy and Education 38 (3):261-273.
    Within educational philosophy and theory, there has been an international re-turn to envision study as an alternative formation to disrupt the defining learning logic. As an enrichment, this paper articulates “Daoist onto-un-learning” as an Eastern form of study, drawing upon Roger Ames’s interpretation of the ancient Chinese correlative cosmology and relational personhood thinking. This articulation is to dialogue with the conceptualizations of study shared by Giorgio Agamben, Derek Ford, and Tyson Lewis, and unfolds in three steps. First, I examine how (...)
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  • Potentialities: Collected Essays in Philosophy.Agamben Giorgio - 1999 - In . Stanford University Press.
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  • Citing ‘Whatever’ Authority: The ethics of quotation in the work of Giorgio Agamben.Colby Dickinson - 2014 - Educational Philosophy and Theory 46 (4):406-420.
    This article seeks to lay out an analysis of Giorgio Agamben’s central claims with regard to the formation of a theory of citationality. By juxtaposing Walter Benjamin’s theory of citations alongside his more recent, critical engagements with the Western theological tradition, Agamben sets himself the goal of redefining ethics along Levinasian lines in order to arrive at a respect for the face of ‘whatever’ being before us, the true source towards which all citations point.
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  • Inoperative learning: a radical rewriting of educational potentialities.Tyson E. Lewis - 2018 - New York, NY: Routledge is an imprint of the Taylor & Francis Group, an Informa Business.
    Inoperative Learning draws upon the movement towards a weak philosophy that is currently gaining ground in educational philosophy: this weak philosophy does not offer a set of solutions or guidelines for improving educational outcomes, but rather renders assumptions about the theory-practice coupling that is so popular in contemporary education inoperative. By arguing that such logic reduces education to merely instrumental ends, which can only be assessed in terms of predefined measurement tools, this book presents a challenge to contemporary notions of (...)
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  • Potentiality, political protest and constituent power: A response to the special issue.Michael P. A. Murphy - 2019 - Journal of International Political Theory 16 (3):361-380.
    Emergent forms of political protest and constitution often provide limit cases for their contemporary theoretical models, and transnational protest movements from Occupy to Democracy in Europe 2025...
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  • The school as an exceptional space: Rethinking education from the perspective of the biopedagogical.Tyson E. Lewis - 2006 - Educational Theory 56 (2):159-176.
    In this essay, Tyson Lewis theorizes current lockdown practices, zero‐tolerance policies, and No Child Left Behind initiatives in U.S. schooling by drawing on Italian philosopher Giorgio Agamben’s analysis of the concentration camp and the state of exception. Agamben’s theory of the camp provides a challenging, critical vantage point for looking at the ambiguities that emerge from the complex field of disciplinary procedures now prevalent in inner‐city, low‐income, minority schools, and helps to clarify what exactly is at stake in the symbolic (...)
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  • Agamben’s Potentiality and Chinese Dao: On experiencing gesture and movement of pedagogical thought.Amy Sloane & Weili Zhao - 2014 - Educational Philosophy and Theory 46 (4):348-363.
    Agamben’s potentiality, and Chinese dao, entail experiencing movement on being. This article presents our experiments with these movements in the context of pedagogy, putting at stake our mode of existence in thinking. We examine Agamben’s potentiality as an aporetic experience in pedagogy. We find echoes of dao movement in a controversial pedagogical event in China. Interlacing potentiality and dao with our experience of pedagogical thinking, each makes the other intelligible. We show that reasonings of pedagogy in the USA and China (...)
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  • Studying like a communist: Affect, the Party, and the educational limits to capitalism.Derek R. Ford - 2017 - Educational Philosophy and Theory 49 (5):452-461.
    In an effort to theorize educational logics that are oppositional to capitalism, this article explores what it means to study like a communist. I begin by drawing out the tight connection between learning and capitalism, demonstrating that education is not a subset but a motor of political-economic relations. Next, I turn to the concept of study, which is being developed as an educational alternative to learning. While studying represents an educational challenge to capitalism, I argue that there are political limitations (...)
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  • Homo Sacer: Sovereign Power and Bare Life.Kalliopi Nikolopoulou, Giorgio Agamben & Daniel Heller-Roazen - 2000 - Substance 29 (3):124.
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  • What is Real?Giorgio Agamben - 2018 - Stanford University Press.
    In this philosophical detective story, Giorgio Agamben reads the mysterious 1938 disappearance of atomic physicist Ettore Majorana as an intentional and decisive objection to how quantum physics had reduced the real to probability.
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  • (2 other versions)Metaphysics. Aristotle - 1941 - In Ross W. D. (ed.), The Basic Works of Aristotle. Random House.
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  • The Learning Styles Myth is Thriving in Higher Education.Philip M. Newton - 2015 - Frontiers in Psychology 6.
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  • Aristotle and the Megarians on the Potentiality-Actuality Distinction.Brian Calvert - 1976 - Apeiron 10 (1):34 - 41.
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  • Education as Free Use: Giorgio Agamben on Studious Play, Toys, and the Inoperative Schoolhouse. [REVIEW]Tyson E. Lewis - 2013 - Studies in Philosophy and Education 33 (2):201-214.
    In this essay, I argue that the work of Giorgio Agamben provides us with a theory of studious play which cuts across many of the categories that polarize educational thought. Rather than either ritualized testing or constructivist playfulness, Agamben provides a model of what he refers to as studious play—a practice which suspends the logic of both ritual and play. In order to explore this notion of studious play, I first articulate Agamben’s fleeting remarks on the topic with an important (...)
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  • (2 other versions)Homo sacer.Giorgio Agamben - 1998 - Problemi 1.
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  • Schooling Bodies to Read and Write: A Technosomatic Perspective.Joris Vlieghe - 2016 - Educational Theory 66 (4):441-455.
    In this article Joris Vlieghe defends the view that technologies of reading and writing are more than merely instruments that support education, arguing that these technologies themselves decide what education is all about and that they form subjectivity in substantial ways. Expanding on insights taken from media theory, Vlieghe uses the work of Bernard Stiegler in order to develop a “technosomatic” account of literacy initiation, that is, a perspective that zooms in on the physical dimensions of how to operate writing (...)
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  • A Critical Pedagogy of Ineffability: Identity, education and the secret life of whatever.Derek R. Ford - 2014 - Educational Philosophy and Theory 46 (4):380-392.
    In this article I bring Giorgio Agamben’s notion of ‘whatever singularity’ into critical pedagogy. I take as my starting point the role of identity within critical pedagogy. I call upon Butler to sketch the debates around the mobilization of identity for political purposes and, conceding the contingent necessity of identity, then suggest that whatever singularity can be helpful in moving critical pedagogy from an emancipatory to a liberatory project. To articulate whatever singularity I situate the concept within the work in (...)
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