| 1. |
- Andersson, Ingrid
(author)
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The subject in posthumanist theory : Retained rather than dethroned
- 2022
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In: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 54:4, s. 395-403
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Journal article (peer-reviewed)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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| 2. |
- Aspelin, Jonas, 1964-
(author)
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Teaching as a way of bonding : a contribution to the relational theory of teaching
- 2020
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In: Educational Philosophy and Theory. - 0013-1857 .- 1469-5812. ; 53:6, s. 588-596
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Journal article (peer-reviewed)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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| 3. |
- Aspelin, Jonas
(author)
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Teaching as a way of bonding : a contribution to the relational theory of teaching
- 2020
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In: Educational Philosophy and Theory. - : Taylor and Francis Ltd.. - 0013-1857 .- 1469-5812. ; 53:6, s. 588-596
-
Journal article (peer-reviewed)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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| 4. |
- Dahlbeck, Johan, et al.
(author)
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Rousseau's Lawgiver as Teacher of Peoples : Investigating the Educational Preconditions of the Social Contract
- 2024
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In: Educational Philosophy and Theory. - : Taylor & Francis. - 0013-1857 .- 1469-5812.
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Journal article (peer-reviewed)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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| 5. |
- Dahlbeck, Johan
(author)
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The educational fiction of agential control : some preliminiary notes on a pedagogy of ’as if'
- 2023
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In: Educational Philosophy and Theory. - : Taylor & Francis. - 0013-1857 .- 1469-5812. ; 55:1, s. 100-110
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Journal article (peer-reviewed)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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| 8. |
- Gibbons, Andrew, et al.
(author)
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Infantasies : An EPAT collective project
- 2021
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In: Educational Philosophy and Theory. - : Routledge. - 0013-1857 .- 1469-5812. ; 53:14, s. 1442-1453
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Journal article (peer-reviewed)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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| 9. |
- Gibbons, A., et al.
(author)
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Infantologies II : Songs of the cradle: An EPAT Collective Writing Project
- 2021
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In: Educational Philosophy and Theory. - : Routledge. - 0013-1857 .- 1469-5812.
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Journal article (other academic/artistic)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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| 10. |
- Jandrić, Petar, et al.
(author)
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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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In: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 53:14, s. 1421-1441
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Journal article (peer-reviewed)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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