| 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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| 11. |
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| 12. |
- Roth, Klas
(författare)
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Good Will : Cosmopolitan education as a site for deliberation
- 2011
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 43:3, s. 298-312
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Tidskriftsartikel (refereegranskat)abstract
- Why should we deliberate? I discuss a Kantian response to this query and argue that we cannot as rational beings avoid deliberation in principle; and that we have good reasons to consider the value and strength of Kant's philosophical investigations concerning fundamental moral issues and their relevance for the question of why we ought to deliberate. I also argue that deliberation is a wide duty. This means that it has to be set as an end, that it is meritorious, and that we cannot specify exactly what acts can be identified with it or are required for its realization. I begin by discussing why we cannot avoid deliberation in principle, that deliberation is a wide duty and why we ought to set it as an end. In the second part I argue how deliberation can be acknowledged in cosmopolitan education, and how we can inquire into the quality of communication in terms of deliberation in such an education or elsewhere.
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| 13. |
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| 14. |
- Roth, Klas
(författare)
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Principles of the Unification of our Agency
- 2011
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 43:3, s. 283-297
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Tidskriftsartikel (refereegranskat)abstract
- Do we need principles of the unification of our agency, our mode of acting? Immanuel Kant and Christine Korsgaard argue that the reflective structure of our mind forces us to have some conception of ourselves, others and the world-including our agency-and that it is through will and reason, and in particular principles of our agency, that we take upon ourselves to unify and test the way(s) in which we make our lives consistent. I argue that the principles suggested-the hypothetical imperative and the categorical imperative-function to unify our understanding of ourselves and others as agents as efficacious and autonomous and that the extent to which those concerned render themselves efficacious and autonomous in cosmopolitan education or elsewhere is due to the extent to which they act in accordance with and are motivated by the suggested principles and in particular the categorical one. I first discuss how the principles function to unify our agency and how the categorical imperative functions as a test of maxims for our actions, how the will is the source of our morality, and how we are forced to have practical identities. I end with some remarks on what it means to acknowledge the mentioned principles in cosmopolitan education.
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| 15. |
- Rönnström, Niclas
(författare)
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Cosmopolitan Communication and the Broken Dream of a Common Language
- 2011
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 43:3, s. 260-282
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Tidskriftsartikel (refereegranskat)abstract
- Cosmopolitans share the moral assumption that we have obligations and responsibilities to other people, near or distant. Today, those obligations and responsibilities are often connected with communication, but what is considered important for cosmopolitan communication differs between different thinkers. Given the centrality of communication in recent cosmopolitan theory and debate the purpose of this article is to examine assumptions about communication that are often taken for granted, and particularly the commonly held assumption that linguistic communication depends on shared or common languages. It is primarily Donald Davidson's philosophy of language that provides the framework for my examination. I argue that there are several reasons for reconstructing our understanding of the nature of language and communication, and that shared languages play a much more limited role in communication than many communication theorists, cosmopolitans and educators have imagined.
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| 16. |
- Säfström, Carl Anders, 1960-
(författare)
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The immigrant has no proper name : The disease of consensual democracy within the myth of schooling
- 2010
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 42:5/6, s. 606-617
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Tidskriftsartikel (refereegranskat)abstract
- In this article I discuss the role of the immigrant in Swedish society and especially how such a role is construed through what I call the myth of schooling, that is, the normalization of an arbitrary distribution of wealth and power. I relate this myth to the idea of consensual democracy as it is expressed through an implicit idea of what it means to be Swedish. I not only critique the processes through which immigrants are discriminated against or excluded from Swedish society but also try to shift the understanding of the conditions under which such exclusion is possible in the first place. Being Swedish is that which the immigrant is not. What I argue and give examples of is that the 'no name' immigrant becomes a possibility for democracy to happen when he or she claims his or her presence in the demos, in such a way as to make evident a split in the self-understanding of a purely consensual Swedish democracy. In the article I argue that what is needed in order to go beyond the myth of schooling, is a pedagogy of dissensus contesting the normalizing of an unequal social order by making it contingent.
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| 17. |
- Wahlström, Ninni, 1953-
(författare)
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Do we need to talk to each other? : How the concept of experience can contribute to an understanding of Bildung and democracy
- 2010
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Ingår i: Educational Philosophy and Theory. - Malden, USA : Wiley-Blackwell. - 0013-1857 .- 1469-5812. ; 42:3, s. 293-309
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Tidskriftsartikel (refereegranskat)abstract
- In this article it is argued that the contested concept of Bildung, with its roots in the late 18th century, remains of interest in the postmodern era, even if there is also certainly a debate about it having had its day. In the specific discussion about Bildung and democracy, it is suggested that Dewey's reconstucted concept of experience has several points in common with a more recent understanding of Bildung, at the same time as it can provide insight into how democracy can be understood within the field of Bildung. In brief, in this article it is suggested that if we wish to discuss democracy and Bildung, Dewey's notion of experience might offer a bridge between the two concepts, as well as an understanding of subjectivity, learning, and communication as a whole. Finally, communication is a nesessary part of both democracy and Bildung - not because of certain human similarities, but because of the similarities in some of the problems which we humans encounter, and which we think are worth reflecting upon.
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| 18. |
- Wright, Moira von, 1957-
(författare)
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The punctual fallacy of participation
- 2006
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 38:2, s. 159-170
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Tidskriftsartikel (refereegranskat)abstract
- This article elaborates on a view of human subjectivity as open and intersubjectively constituted and discusses it as a presupposition for student's participation in educational situations. It questions the traditional persistent concept of subjectivity as inner and private, the homo clausus, which puts self realization before recognition of the other and individual cognition before mutual meaning. From the perspective of homo clausus participation is thus limited to mere situated activity. A concept of human subjectivity as open and plural, homines aperti, makes it possible to conceptualize educational situations relationally and to take the in-between as point of departure for understanding pedagogical relationships. Participation can then be understood in terms of involvement in meaning making, knowledge construction and mutual will formation. The relevance of analyzing discrepancies between concepts in educational theory is that they direct our interest and our attention differently. This is also how theoretical understandings work in the praxis of teaching; teachers' actions are certainly not guided by their theories, but their conceptions about such basic issues as subjectivity and self (what is a pupil?) make some actions and decisions seem more intelligible than others.
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| 19. |
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| 20. |
- Andersson, Ingrid
(författare)
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The subject in posthumanist theory : Retained rather than dethroned
- 2022
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 54:4, s. 395-403
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to sketch a conception of a posthuman subject in which we can recognize a cognitive dimension. Through Hayles’s widened notion of cognition, I argue that we can retain the interpreting subject within posthumanism and thereby view it as entrenched in the surrounding world. Nonconscious- and conscious cognition, which are the terms that Hayles utilizes, shows how both non-human cognizing systems and the human subject widens while remaining level specific. The text concludes with a discussion of how my alternative has implications for methods of inquiry.
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| 21. |
- Aspelin, Jonas, 1964-
(författare)
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Teaching as a way of bonding : a contribution to the relational theory of teaching
- 2020
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Ingår i: Educational Philosophy and Theory. - 0013-1857 .- 1469-5812. ; 53:6, s. 588-596
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Tidskriftsartikel (refereegranskat)abstract
- The general discourse on education stresses either the teacher’s or the student’s position. This article aims to contribute to a relational theory of teaching by discussing three significant concepts of teaching from the standpoint of Martin Buber’s relational philosophy. Feldman suggests that teaching implies being human in a particular way and in a particular context; Kelchtermans shows that a teacher’s ‘personal interpretative framework’ plays a crucial role in teaching and is constantly modified through interactions; Biesta defines the essence of teaching in terms of the relation between the teacher’s address and the student’s personal response. Although they all contribute to the relational theory of teaching, they also seem to neglect a vital dimension found in Buber’s philosophy – the exceptional moment when a teacher and a student turn to each other as ‘this particular other person’. As a supplement to the other concepts, this article outlines the concept of ‘teaching as a way of bonding’ and makes three suggestions: (1) bonding is a prerequisite for teaching; (2) there are qualitative differences between ‘social bonding’ and ‘relational bonding’; and (3) the teaching is ultimately best understandable in terms of ‘relational bonding’.
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| 22. |
- Aspelin, Jonas
(författare)
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Teaching as a way of bonding : a contribution to the relational theory of teaching
- 2020
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Ingår i: Educational Philosophy and Theory. - : Taylor and Francis Ltd.. - 0013-1857 .- 1469-5812. ; 53:6, s. 588-596
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Tidskriftsartikel (refereegranskat)abstract
- The general discourse on education stresses either the teacher’s or the student’s position. This article aims to contribute to a relational theory of teaching by discussing three significant concepts of teaching from the standpoint of Martin Buber’s relational philosophy. Feldman suggests that teaching implies being human in a particular way and in a particular context; Kelchtermans shows that a teacher’s ‘personal interpretative framework’ plays a crucial role in teaching and is constantly modified through interactions; Biesta defines the essence of teaching in terms of the relation between the teacher’s address and the student’s personal response. Although they all contribute to the relational theory of teaching, they also seem to neglect a vital dimension found in Buber’s philosophy – the exceptional moment when a teacher and a student turn to each other as ‘this particular other person’. As a supplement to the other concepts, this article outlines the concept of ‘teaching as a way of bonding’ and makes three suggestions: (1) bonding is a prerequisite for teaching; (2) there are qualitative differences between ‘social bonding’ and ‘relational bonding’; and (3) the teaching is ultimately best understandable in terms of ‘relational bonding’.
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| 23. |
- Dahlbeck, Johan
(författare)
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Against ressentiment : response to Mackenzie
- 2016
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Ingår i: Educational Philosophy and Theory. - : Routledge. - 0013-1857 .- 1469-5812. ; 48:9, s. 943-945
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- First off I would like to thank the editors of this journal for allowing me this space to respond to Jim Mackenzie’s ‘Dahlbeck and pure ontology’ (written in reply to my ‘Towards a pure ontology’). I would also like to thank Mackenzie for taking the time to read and to respond at length to my article. I’m pleased Mackenzie engaged with my article so intensely. In response, I will not quibble—word by word—with Mackenzie’s vigorous attack upon my work. I think curious readers should read it for themselves. Here, I would like to focus upon the larger issues and assumptions at play in our debate.
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| 24. |
- Dahlbeck, Johan
(författare)
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At the Wake, or the Return of Metaphysics
- 2018
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis. - 0013-1857 .- 1469-5812. ; 50:14, s. 1462-1463
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Tidskriftsartikel (refereegranskat)abstract
- We have all been told of the death of grand narratives. We have been told that the days of asking eternal metaphysical questions in philosophy are long since over. When Wittgenstein’s (1953/2009, p. 174) famous spade hit bedrock it reminded us that we had better stop wasting our time on lofty questions without answers. Foucault (1970) prompted us to recall Borges’story of a certain Chinese encyclopedia showing us that there are many ways of ordering the world and that each way changes the rules of the game a little bit. We found that history was contingent and that hierarchies, however firmly built, would all crumble in the end. In its place were the slightly disorienting feeling following the postmodernist’s proclamation of ‘the elusiveness of meaning and knowledge’ (Kirby, 2017, p. 5).
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| 25. |
- Dahlbeck, Johan, et al.
(författare)
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Rousseau's Lawgiver as Teacher of Peoples : Investigating the Educational Preconditions of the Social Contract
- 2024
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis. - 0013-1857 .- 1469-5812.
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Tidskriftsartikel (refereegranskat)abstract
- This paper argues that Rousseau’s lawgiver is best thought of as a fictional teacher of peoples. It is fictional as it reflects an idea that is entertained despite its contradictory nature, and it is contradictory in the sense that it describes ‘an undertaking beyond human strength and, to execute it, an authority that amounts to nothing’ (II.7; 192). Rousseau conceives of the social contract as a necessary device for enabling the transferal of individual power to the body politic, for subsuming individual wills under the general will, and for aligning the good of the individual with the common good. For the social contract to be valid, however, it needs to be preceded by a desire to belong to a moral community that can induce people to join willingly, and that will grant legitimacy to the laws established. If the social contract is the machinery that makes the body politic function, the lawgiver is ‘the mechanic who invents the machine’ (II.7; 191). In this paper we will look closer at the pedagogical functions of Rousseau’s mythical lawgiver by first examining the relationship between the social contract, the general will and the lawgiver. Then, we aim to flesh out a pedagogical understanding of the figure of the lawgiver by way of the two educational dimensions of accommodation and transformation. Finally, we will argue for the importance of understanding Rousseau’s lawgiver as a fictional device allowing for the fundamental and enduring educational task of balancing between the preservation and renewal of society.
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| 26. |
- Dahlbeck, Johan
(författare)
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The educational fiction of agential control : some preliminiary notes on a pedagogy of ’as if'
- 2023
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis. - 0013-1857 .- 1469-5812. ; 55:1, s. 100-110
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Tidskriftsartikel (refereegranskat)abstract
- This paper addresses the rift between the teacher’s sense of self as a causal agent and the experience of being in lack of control in the classroom, by way of Hans Vaihinger’s philosophy of ‘as if.’ It is argued that understanding agential control in terms of a valuable educational fiction—a practical (ethical) fiction in Vaihinger’s vocabulary—can offer a way of bridging this rift and can help teachers make sense of the tension between their felt need to strive for control and their experience of suffering from lack of control. A fiction, it is argued, is different from an illusion in that fictions can be affirmed without being believed. Unlike illusions, valuable fictions can be recognized as fictions and still retain some of their affective power over us, thereby allowing us to act ‘as if.’ In education, this is helpful as it means that we can make use of valuable fictions without assuming that these have to be protected from the critical gaze of non-believers. In fact, we can openly acknowledge that we rely on fictions as this is part and parcel of being a human being with a limited cognitive ability.
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| 27. |
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| 28. |
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| 29. |
- Gibbons, Andrew, et al.
(författare)
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Infantasies : An EPAT collective project
- 2021
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Ingår i: Educational Philosophy and Theory. - : Routledge. - 0013-1857 .- 1469-5812. ; 53:14, s. 1442-1453
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Tidskriftsartikel (refereegranskat)abstract
- This is a collective writing project that is part of the larger design of Infantologies, Infanticides and Infantilizations; a quartet that explores the philosophy of infants from thematic perspectives, that puts infants at the centre of our reflections, and that encourages a different academic style of thinking.
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| 30. |
- Gibbons, A., et al.
(författare)
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Infantologies II : Songs of the cradle: An EPAT Collective Writing Project
- 2021
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Ingår i: Educational Philosophy and Theory. - : Routledge. - 0013-1857 .- 1469-5812.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Infantologies II is a continuation of a series of articles that began with the quartet: Infantologies, Infanticides, Infantasies, Infantilizations. ‘Infantologies II: Songs of the Cradle’ is devoted to fairy stories, nursery rhymes and the poetics of early childhood. Each author engages with these themes through different questions and contexts, contributing their thoughts on the complexity of the fairy stories, nursery rhymes and the poetics of early childhood to the infantology collection.
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| 31. |
- Horton, Paul, 1974-
(författare)
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School bullying and bare life : Challenging the state of exception
- 2019
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Ingår i: Educational Philosophy and Theory. - : Routledge. - 0013-1857 .- 1469-5812. ; 51:14, s. 1444-1453
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Tidskriftsartikel (refereegranskat)abstract
- Despite a vast amount of research into school bullying and the widespread implementation of anti-bullying policies and programs, large numbers of students continue to report that they are routinely subjected to bullying by their peers. In this theoretical article, I argue that part of the problem is that there has been a lack of critical discussion of the theoretical foundations upon which such studies are based. Drawing on recent theoretical contributions within the field of school bullying, the work of anthropologist James C. Scott, and the work of philosophers Michel Foucault and Giorgio Agamben, I take particular issue with the notion of power that has long been a foundational pillar of bullying definitions. Utilizing a Foucauldian understanding of power, I argue that rather than focusing on the power imbalance involved in bullying relations, focus instead needs to shift onto the role that bullying plays in power relations. Reimagining Agamben’s figure of homo sacer as a victim of school bullying, I consider the ways in which some individuals are reduced to bare life and forced into a state of exception whereby social laws are no longer deemed applicable. The article concludes with a discussion of how this state of exception might be challenged.
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| 32. |
- Jandrić, Petar, et al.
(författare)
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Philosophy of education in a new key : Who remembers Greta Thunberg? Education and environment after the Coronavirus
- 2021
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 53:14, s. 1421-1441
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores relationships between environment and education after the Covid-19 pandemic through the lens of philosophy of education in a new key developed by Michael Peters and the Philosophy of Education Society of Australasia (PESA). The paper is collectively written by 15 authors who responded to the question: Who remembers Greta Thunberg? Their answers are classified into four main themes and corresponding sections. The first section, ‘As we bake the earth, let's try and bake it from scratch’, gathers wider philosophical considerations about the intersection between environment, education, and the pandemic. The second section, ‘Bump in the road or a catalyst for structural change?’, looks more closely into issues pertaining to education. The third section, ‘If you choose to fail us, we will never forgive you’, focuses to Greta Thunberg’s messages and their responses. The last section, ‘Towards a new (educational) normal’, explores future scenarios and develops recommendations for critical emancipatory action. The concluding part brings these insights together, showing that resulting synergy between the answers offers much more then the sum of articles’ parts. With its ethos of collectivity, interconnectedness, and solidarity, philosophy of education in a new key is a crucial tool for development of post-pandemic (philosophy of) education.
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| 33. |
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| 34. |
- Johansson, Viktor, 1979-
(författare)
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Fiction and learning realities after postmodernism
- 2018
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Ingår i: Educational Philosophy and Theory. - : Routledge. - 0013-1857 .- 1469-5812. ; 50:14, s. 1517-1518
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 35. |
- Johansson, Viktor, 1979-
(författare)
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Killing the Buddha : Towards a heretical philosophy of learning
- 2018
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 50:1, s. 61-71
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end.
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| 36. |
- Johansson, Viktor, 1979-
(författare)
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Wildly wise in the terrible moment : Kant, Emerson, and improvisatory Bildung in early childhood education
- 2019
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Ingår i: Educational Philosophy and Theory. - : Routledge. - 0013-1857 .- 1469-5812. ; 51:5, s. 519-530
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to show how Emerson provides a reworking of Kantian understandings of moral education in young children’s Bildung. The article begins and ends by thinking of Emersonian self-cultivation as a form of improvisatory or wild Bildung. It explores the role of Bildung and selfcultivation in preschools through a philosophy that accounts for children’s ‘Wild wisdom’ by letting Emerson speak to Kant. The paper argues that Kant’s vision of Bildung essentially involves reason’s turn upon itself and that Emerson, particularly in how he is taken up by Cavell, shows that sucha turn is already present in the processes of children inheriting, learning, and improvising with language. This improvisatory outlook on moral education is contrasted with common goals of moral education prescribed in early childhood education where the Swedish Curriculum for the Preschool Lpfö 98 is used as an example.
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| 37. |
- Korsgaard, Morten Timmermann
(författare)
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Education and the concept of commons : A pedagogical reinterpretation
- 2019
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Ingår i: Educational Philosophy and Theory. - : Taylor and Francis. - 0013-1857 .- 1469-5812. ; 51:4, s. 445-455
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores the concepts of commons and commoning from an educational vantage point. These concepts point to places and activities that are shared, communal and un-privatised, in other words they point to places and practices not yet enclosed or appropriated by capital and market logics. Education is certainly a place and an activity that is increasingly being enclosed and appropriated by these logics, but at the same time education seems to always find ways of escaping this enclosure, and teachers and students find ways of being that escapes appropriation. Exploring the concepts of commons and commoning from an educational vantage point is thus an attempt at describing schooling as an activity that takes place in common and makes something common. By sharing and introducing a subject matter to the students, the teacher offers a shared space of exploration and study that can escape the instrumental and proprietarian framework of the neoliberal education agenda.
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| 38. |
- Korsgaard, Morten Timmermann
(författare)
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Pearl diving and the exemplary way : Educational note taking and taking note in education
- 2021
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis. - 0013-1857 .- 1469-5812. ; 53:13, s. 1350-1358
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, I will explore the experience of noticing/becoming attentive to something in education. What does it mean to take notice of something in an educational way, and how does something become educationally noteworthy? In order to grasp in more detail the idea of something being noteworthy, I turn to the metaphor of pearl diving – as this appears in the works of Hannah Arendt and Walter Benjamin - and to Martin Wagenschein’s theory of exemplarity. These perspectives helps us to grasp not only the centrality of exemplarism in education. It also helps us to grasp what makes something educationally noteworthy, and how this is connected to attention and formative experiences. From this, we can return to a formulation of what makes some forms of notetaking educational.
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| 39. |
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| 40. |
- Landahl, Joakim
(författare)
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The PISA calendar : Temporal governance and international large-scale assessments
- 2020
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 52:6, s. 625-639
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Tidskriftsartikel (refereegranskat)abstract
- This article analyses international large-scale assessments in education from a temporal perspective. The article discusses and compares the different conceptions of time in the early international assessments conducted in the 1960s and 1970s by the IEA with the PISA studies conducted by the OECD from the year 2000 onwards. The paper argues that there has been a shift in the ways that the assessments structure time. The early IEA surveys were characterized by a relative slowness, lack of synchronization and lack of trend analyses. PISA, by contrast, is characterized by high pace, simultaneous publication of results around the world and regular and recurrent studies making the analysis of trends possible. The emergence of this new time regime, it is argued, has implications for how education is governed. At the transnational level, it strengthens the influence and importance of OECD as a significant policy actor. At the national level, as educational discourse and policy adapts to the temporalities of the PISA calendar, two kinds of effects can be distinguished. First, there is a tendency towards searching for retrotopian solutions for contemporary problems. Second, there is a tendency towards acceleration and short-term planning when it comes to educational reforms.
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| 41. |
- Larsson, Håkan, 1967-
(författare)
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Physical education - educating bodies after postmodernism?
- 2018
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis Group. - 0013-1857 .- 1469-5812. ; 50:14, s. 1435-1436
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Tidskriftsartikel (refereegranskat)abstract
- The article offers the author's perspective about what comes after postmodernism and how it affects educational philosophy and theory, focusing on physical education (PE) in schools. The author argues that the adoption of the idea of performative pedagogies as a way to elicit social change also indicates adoption of movement. Education insights about bodies and embodiment from the case of Indian sprinter Dutee Chand are noted.
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| 42. |
- Lindblad, Sverker, 1946, et al.
(författare)
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We need to talk about Europe! Amplifying the voices of refugees EERJ INITIATIVE GROUP
- 2015
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 47:13-14, s. 1379-1380
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Both as academics and Europeans, we share a collective responsibility regarding the way ‘our’ Europe shows itself and speaks today. At this year’s European Conference on Educational Research (ECER, Budapest 2015), many attending academics felt the urge to recognize, discuss and articulate the nature of this challenge to the common space we are trying to create (‘our’ Europe). If we do not take seriously the plight of the large number of refugees and of those suffering the consequences of ‘our’ policies and discourses, we are not taking seriously the role of the education researcher in Europe. Indeed, if education is a particular way of understanding the old, welcoming the new and the strangers, then the way we deal with refugees is a European issue and a pressing common concern.
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| 43. |
- Macfarlane, Bruce, et al.
(författare)
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The right to teach at university: a Humboldtian perspective
- 2020
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis Group. - 0013-1857 .- 1469-5812.
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Tidskriftsartikel (refereegranskat)abstract
- The right to teach at university is a distinctive philosophical and legalconundrum but a largely unexplored question. Drawing onHumboltdian principles, the legitimacy of the university teacher stemsfrom their continuing engagement in research rather than possession ofacademic and teaching qualifications alone. This means that the right toteach needs to be understood as a privilege and implies that it isalways provisional, requiring an ongoing commitment to research. Yet,massification of higher education (HE) systems internationally has led tothe disaggregation of the academic profession with teaching-only positionsnow increasingly common. University teachers employed to bothteach and research face a narrowing set of performative expectationswith respect to how ‘research-active’ is defined. This paper challengesthese contemporary understandings and, drawing on historical evidence,argues that a broader definition of research and scholarshipneeds to underpin the basis of the right to teach.
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| 44. |
- Martín-Bylund, Anna
(författare)
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The matter of silence in early childhood bilingual education
- 2018
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Ingår i: Educational Philosophy and Theory. - Abington : Routledge. - 0013-1857 .- 1469-5812. ; 50:4
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Tidskriftsartikel (refereegranskat)abstract
- The relationship between silence as non-speech and bilingualism in early childhood education is intricate. This article maps this relationship with the help of diverse theoretical entrances to a video-recorded everyday episode from a bilingual (Spanish–Swedish) preschool in Sweden. Though this, three alternative readings of silence are produced. Thinking with Deleuzian philosophy, the aim is to consider how the different readings of silence require different understandings of both time and language and allow different bilingual child subjectivities. The different readings present silence as development, strategy and intensity. Thinking with different dimensions of language as well as Chronosand Aion as different notions of time, the article shows that silence as development and silence as strategy are individually, chronologically and linguistically oriented readings. These allow viewing the bilingual child as more or less competent, active and powerful in relation to adults. Furthermore, silence as intensity is collectively produced as well as temporally unbounded, and produces the bilingual child, as involved in several material–semiotic relations capable of amazement. It is discussed whether, due to the evasive and inconsistent nature of silence, all three readings are equally (im)possible. Nevertheless, they produce different effects and raise different questions concerning bilingual educational practice in the early years.
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| 45. |
- Matta, Corrado, 1978-
(författare)
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Neuroscience and educational practice - A critical assessment from the perspective of philosophy of science
- 2021
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis Group. - 0013-1857 .- 1469-5812. ; 53:2, s. 197-211
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this paper is to reconstruct and critically assess the evidential relationship between neuroscience and educational practice. To do this, I reconstruct a standard way in which evidence from neuroscience is used to support recommendations about educational practice, that is, testing pedagogical interventions using neuroimaging methods, and discuss and critically assess the inference behind this approach. I argue that this inference rests on problematic assumptions, and, therefore, that neuroimaging intervention studies have no special evidential status for basing educational practice. I conclude arguing that these limitations could be resolved by integrating evidence from neurocognitive and educational science.
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| 46. |
- Millei, Zsuzsa, et al.
(författare)
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Nordic early childhood education policies and virulent nationalist trends
- 2024
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis. - 0013-1857 .- 1469-5812.
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Tidskriftsartikel (refereegranskat)abstract
- This article was initiated by our discomfort regarding recent policy developments in Nordic early childhood education (ECE) where previous decades' policies on creating solidarity, equality and universal access to social welfare and promoting democratic participation are seemingly waning. While from a global perspective, these policies might seem inclusive and democratic, if understood within the context of Nordic policy frames and broader policy changes in Sweden and Denmark, their undemocratic coercive moves and racist undertones become visible. By focusing on the intersections of language and place in selected policies, we respond to the questions: 'what is the problem represented to be' and 'what are the solutions offered?' (Bacchi, 2012). We argue for the urgency of further research as the identified policy shifts indicate the prevalence of a more virulent form of nationalism in the Nordic ECE space threatening its Nordic democratic values.
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| 47. |
- Novak, Judit, 1985-
(författare)
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Juridification of Educational Spheres : The Case of Sweden
- 2019
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 51:12, s. 1262-1272
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Tidskriftsartikel (refereegranskat)abstract
- This article takes the interlinkages between law and politics as its starting point. It analyzes recent changes in the legislative style of education governance in Sweden as not only a species of crisis management, but also a long-term response to a series of tensions arising out of the push toward what has been identified as ‘juridification’ in many Western nations—the reliance on law and judicial means for addressing core moral predicaments, public policy questions, and political controversies. The article outlines the notion of juridification at a theoretical level and highlights juridification processes and their possible ramifications on education. It argues that recent changes in the legislative style of education governance in Sweden not only reveal much about the commitments and implicit assumptions of modern regulatory and evaluative regimes, but also reflect the general impact of the rationalization of social and political life on the organization of government. The article provides a case with which to examine some of the theoretical underpinnings and implicit conceptual assumptions of modern regulatory and evaluative regimes as well as educational institutions’ relationships with the State. It shows that regulatory frameworks define the conceptualizations of what educational institutions do and thus of what actually gets done.
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| 48. |
- Ojala, Maria, 1970-
(författare)
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Climate-change education and critical emotional awareness (CEA) : Implications for teacher education
- 2023
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Ingår i: Educational Philosophy and Theory. - : Routledge. - 0013-1857 .- 1469-5812. ; 55:10, s. 1109-1120
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Tidskriftsartikel (refereegranskat)abstract
- Scholars in the field of Education for Sustainable Development argue that it is vital that educators take emotions into account when teaching about global problems such as climate change. How to do this in the best way is still debated, however. This article aims to contribute to this discussion by arguing for the importance of critical emotional awareness (CEA). CEA is vital for future teachers to gain, but also for their future students to learn to be able to fight sustainability problems in everyday life and in occupational roles. Through theoretical argumentation and insights from empirical studies, the article elaborates on the following questions: Why is CEA important? What components does this concept consist of? Some key characteristics are that CEA combines insights from emotion research and critical social science. It should be anchored in multidisciplinary emotion theories and research and should acknowledge both emotions and ways to cope. It is also vital to recognize that emotions and emotion regulation take place at individual and interactional levels and are, furthermore, influenced by larger societal emotion norms. CEA implies that these aspects are critically discussed in learning situations and that teacher education should give teachers the skills to lead such discussions.
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| 49. |
- Olson, Maria, 1969-, et al.
(författare)
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The formation of the willing citizen : Tracing reactive nihilism in late capitalist adult education
- 2018
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Ingår i: Educational Philosophy and Theory. - : Taylor & Francis. - 0013-1857 .- 1469-5812. ; 50:1, s. 95-103
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Tidskriftsartikel (refereegranskat)abstract
- The role of education in citizen training has been well mapped out in youtheducation. What has been less studied is how this role comes into being inadult education. By providing illustrative empirical examples from a recentlycompleted study of adult students enrolled in adult education, this articleaims to offer a theoretical response to the question of the role of adulteducation in adult student citizen subjectivity formation. Taking on Diken’sconcept of ‘reactive nihilism’, we wish to make the following arguments. First,that citizen formation in adult education, when students are asked aboutit, is actualised as processes of re(dis)covery of will in order to be(come) asuccessful and happy citizen in society. Secondly, that these processes pointtowards a role of adult education as one where these formation processeswork in tandem with those of the reactive nihilists. This means that the citizenformation processes made possible in this educational site are those markedout by the desire to mobilise one’s will formation so that it adapts to theprevailing societal situation—that of late capitalism, which is a situation notconsidered by the adult students as possible to change.
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| 50. |
- Pedersen, Helena, 1968
(författare)
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Anatomies of desire: Education and human exceptionalism after Anti-Oedipus
- 2024
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 56:3, s. 252-261
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Tidskriftsartikel (refereegranskat)abstract
- In line with Andrew Culp's work Dark Deleuze (2016) and in opposition to the tendency in some education studies communities to selectively engage affirmative and vitalist dimensions of Deleuze's work, this article engages the radical critical theory foundation of Anti-Oedipus (1972/2009) by exploring anatomies of desire at work around students and animals in educational practice. Desiring-machines, with their capacity to produce repression as much as revolution; freedom as much as fascism and slavery take on specific and outlandish manifestations in the presence of animals in different educational settings. Drawing on ethnographic data from upper secondary school and higher education, the article identifies the subjectivation of students to implements of animal killing and control, and to the risk of physical harm accompanying work with wild animals, as constitutive anatomies of desire in these settings. The article argues that the way society and education make use of animals is emblematic of multiple and accelerating social-ecological crises. Emerging from Deleuze and Guattari's unsettling question, why we invest in the systems that destroy us, is not only a hierarchical human exceptionalism, but an invasive human expansionism that forces itself upon other species as well as upon philosophy of education in the 21st century.
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