| 1. |
- Hellström, Tomas
(författare)
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Aesthetic Creativity: Insights from classical literary theory on creative learning
- 2011
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 1469-5812 .- 0013-1857. ; 43:4, s. 321-335
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Tidskriftsartikel (refereegranskat)abstract
- This paper addresses the subject of textual creativity by drawing on work done in classical literary theory and criticism, specifically new criticism, structuralism and early poststructuralism. The question of how readers and writers engage creatively with the text is closely related to educational concerns, though they are often thought of as separate disciplines. Modern literary theory in many ways collapses this distinction in its concern for how literariness is achieved and, specifically, how 'literary quality' is accomplished in the textual and the social dimension. Taking literary and aesthetic creativity as a point of departure in the reading of five central authors in classical literary criticism, the paper identifies the processes of narrative imagination and emotional identification as central to the role that the textual dimension plays in the creative process of the author/reader-particularly in the way it provides a space for experimentation and self-reflexion through 'storying'.
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| 2. |
- Fejes, Andreas
(författare)
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European citizens under construction : the Bologna process analysed from a governmentality perspective
- 2008
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 40:4, s. 515-530
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on problematizing the harmonisation of higher education in Europe today. The overall aim is to analyse the construction of the European citizen and the rationality of governing related to such a construction. The specific focus will be on the rules and standards of reason in higher education reforms which inscribe continuums of values that exclude as they include. Who is and who is not constructed as a European citizen? Documents on the Bologna process produced in Europe and in Sweden are analysed drawing on the Foucauldian notion of governmentality, showing a neoliberal rationality of governing. The European citizen needs to become flexible, autonomous and self-regulating as a way of facing the threats of the constantly changing future. The technique of diversity is a condition of possibility for constructing such a citizen and for harmonising higher education in Europe. Further, the current power relations in the discourse define what is and what is not European, thus constructing 'the other', the one who is excluded.
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| 3. |
- Aman, Robert, 1982-
(författare)
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The EU and the Recycling of Colonialism : Formation of Europeans through intercultural dialogue
- 2012
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Ingår i: Educational Philosophy and Theory. - : Wiley-Blackwell. - 0013-1857 .- 1469-5812. ; 44:9, s. 1010-1023
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Tidskriftsartikel (refereegranskat)abstract
- The present essay focuses on problematizing the European Union’s claim that interculturaldialogue constitutes an advocated method of talking through cultural boundaries—inside as wellas outside the classroom—based on mutual empathy and non-domination. More precisely, theaim is to analyze who is being constructed as counterparts of the intercultural dialogue throughthe discourse produced by the EU in policies on education, culture and intercultural dialogue.Within the Union, Europeans are portrayed as having an a priori historical existence, whilethe ones excluded from this notion are evoked to demonstrate its difference in comparison to theEuropean one.The results show that subjects not considered as Europeans serve as markers of themulticultural present of the space. Thus, intercultural dialogue seems to consolidate differencesbetween European and Other—the‘We’ and ‘Them’ in the dialogue—rather than, as in line withits purpose, bringing subjects together.
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| 4. |
- Biesta, Gert
(författare)
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Learner, student, speaker. Why it matters how we call those we teach
- 2010
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 42:5-6, s. 540-552
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Tidskriftsartikel (refereegranskat)abstract
- In this paper I discuss three different ways in which we can refer to those we teach: as learner, as student or as speaker. My interest is not in any aspect of teaching but in the question whether there can be such a thing as emancipatory education. Working with ideas from Jacques Rancière I offer the suggestion that emancipatory education can be characterised as education which starts from the assumption that all students can speak. It starts from the assumption, in other words, that students neither lack a capacity for speech, nor that they are producing noise. The idea of the student as a speaker is not offered as an empirical fact but as a different starting point for emancipatory education, one that positions equality at the beginning of education, not at its end
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| 5. |
- Biesta, Gert
(författare)
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“This is my truth, tell me yours.” Deconstructive pragmatism as a philosophy for education
- 2010
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 42:7, s. 710-727
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Tidskriftsartikel (refereegranskat)abstract
- One way to characterise pragmatism is to see it as a philosophy that placed communication at the heart of philosophical, educational and political thinking. Whereas the shift from consciousness to communication can be seen as a major innovation in modern philosophy, it is not without problems. This article highlights some of these problems and suggests a way 'forward' by staging a discussion between pragmatism and deconstruction. Although there are striking similarities between pragmatism and deconstruction, it is argued that pragmatism and deconstruction cannot sit as easily together as some authors assume. The reason for this is not that pragmatism and deconstruction are incompatible philosophies but rather that deconstruction occurs at the very heart of pragmatism. This implies that pragmatism can only retain its commitment to communication in philosophy, education and politics if it acknowledges and, in a sense, embraces the occurrence of deconstruction in communication. This suggests that the future of pragmatism as a philosophy for education o lies in its deconstruction, something which is expressed in the idea of a deconstructive rather than a deconstructed pragmatism.
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| 6. |
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| 7. |
- Dahlbeck, Johan
(författare)
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Towards a pure ontology : children's bodies and morality
- 2014
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Ingår i: Educational Philosophy and Theory. - : Blackwell Munksgaard. - 0013-1857 .- 1469-5812. ; 46:1, s. 8-23
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Tidskriftsartikel (refereegranskat)abstract
- Following a trajectory of thinking from the philosophy of Spinoza via the work of Nietzsche and through Deleuze’s texts, this article explores the possibility of framing a contemporary pedagogical practice by an ontological order that does not presuppose the superiority of the mind over the body and that does not rely on universal morals but that considers instead, as its ontological point of departure, the actual bodies of children and pedagogues through what has come to be known as affective learning.When considering the potentiality of a pure ontology, as outlined by Spinoza, I argue that Nietzsche’s critique of higher values and universal morals allows for a deeper understanding of the limitations of a traditional image of thought. Furthermore, I argue that Deleuze’s conception of the dogmatic image of thought can provide a helpful framework when connecting the work of the two aforementioned philosophers and when conceptualizing a possible image of thought based on the body as a singularity harboring flows of power, rather than one where the body is considered a necessary obstacle to be overcome in the quest for higher values that are situated always beyond the reach of the experiencing body.This philosophical discussion is then situated within the field of educational philosophy via the concept of affective learning which enables the incorporation of these ideas into a concrete educational setting.
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| 8. |
- Englund, Tomas, 1946-
(författare)
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The potential of education for creating mutual trust : Schools as sites for deliberation
- 2011
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Ingår i: Educational Philosophy and Theory. - : Blackwell Publishing. - 0013-1857 .- 1469-5812. ; 43:3, s. 236-248
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Tidskriftsartikel (refereegranskat)abstract
- Is it possible to look at schools as spaces for encounters? Could schools contribute to a deliberative mode of communication in a manner better suited to our own time and to areas where different cultures meet? Inspired primarily by classical (Dewey) and modern (Habermas) pragmatists, I turn to Seyla Benhabib, posing the question whether she supports the proposition that schools can be sites for deliberative communication. I argue that a school that engages in deliberative communication, with its stress on mutual communication between different moral perspectives, gives universalism a procedurally oriented meaning, serving as an arena for encounters that represents a weak public sphere.An interactive universalism of this kind attaches importance to developing an ability and willingness to reason on the basis of the views of others and to change perspectives. In that respect, the institutional arrangements of schools are potential parts of the political dimension of cosmopolitanism, as well as its moral dimension, in terms of the obligations and responsibilities we develop through our institutions and in our actions as human beings towards one another.
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| 9. |
- Fejes, Andreas, 1977-
(författare)
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Historicizing the lifelong learner : Governmentality and neoliberal rule
- 2008. - 1
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Ingår i: Foucault and lifelong learning: Governing the subject. - London : Routledge. - 9780415424035 ; , s. 87-99
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Over the last twenty years there has been increasing interest in the work of Michel Foucault in the social sciences and in particular with relation to education. This, the first book to draw on his work to consider lifelong learning, explores the significance of policies and practices of lifelong learning to the wider societies of which they are a part.With a breadth of international contributors and sites of analysis, this book offers insights into such questions as:What are the effects of lifelong learning policies within socio-political systems of governance?What does lifelong learning do to our understanding of ourselves as citizens?How does lifelong learning act in the regulation and re-ordering of what people do?The book suggests that understanding of lifelong learning as contributory to the knowledge economy, globalisation or the new work order may need to be revised if we are to understand its impact more fully. It therefore makes a significant contribution to the study of lifelong learning.
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| 10. |
- Lenz Taguchi, Hillevi
(författare)
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Deconstructing and Transgressing the Theory – Practice Dichotomy in Swedish Early Childhood Education
- 2007
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Ingår i: Educational Philosophy and Theory, , ,. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 39:3, s. 275-290
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Tidskriftsartikel (refereegranskat)abstract
- This article theorizes and exemplifies reconceptualized teaching practices, both in early childhood education (ECE) and in a couple of programs within the new Swedish Teacher Education (since 2001). These programs are tightly knit to the last 12 years of reconceptualized early childhood practices in and around Stockholm, built on deconstructive, co-construtive, and reconstructive principles, inspired by poststructurali and feminist poststructural theories. The aim is foremost to work towards a dissolution and/or transgression of the modernist theory-practice binary that dominates ECE and teacher education practices, where theory is meant to be applied to practice. Student teachers, as well as preschool teachers, use what I have concpetualized as deconstructive talks, as a possibility of making visible the dominant discoursess of childhood, identity, learning, paly, and gender in the performed and documented teaching practices. In teacher education, students' narratives are also deconstructied. The aim is to transgress teaching-as-usual; i.e. dominant and normative ways of thining and acting in teaching and learning situations. I will suggest an ethics of 'resistance', affirmation and becoming, inspired by Derridean deconstructionist thinking, as a professional attitude and reflective mode for teachers, teacher-students and teacher educators.
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