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Author:
Publisher: BRILL
ISBN: 900440046X
Category : Education
Languages : en
Pages : 522
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Book Description
While education is an inherently political field and practice, and while the political struggles that radical philosophy takes up necessarily involve education, there remains much to be done at the intersection of education and radical philosophy. That so many intense political struggles today actually center educational processes and institutions makes this gap all the more pressing. Yet in order for this work to be done, we need to begin to establish common frameworks and languages in and with which to move. Keywords in Radical Philosophy and Education takes up this crucial and urgent task. Dozens of emerging and leading activists, organizers, and scholars assemble a collective body of concepts to interrogate, provoke, and mobilize contemporary political, economic, and social struggles. This wide-ranging edited collection covers key and innovative philosophical and educational themes—from animals, sex, wind, and praxis, to studying, podcasting, debt, and students. This field-defining work is a necessary resource for all activists and academics interested in exploring the latest conceptual contributions growing out of the intersection of social struggles and the university. Contributors are: Rebecca Alexander, Barbara Applebaum, David Backer, Jesse Bazzul, Brian Becker, Jesse Benjamin, Matt Bernico, Elijah Blanton, Polina-Theopoula Chrysochou, Clayton Cooprider, Katie Crabtree, Noah De Lissovoy, Sandra Delgado, Dean Dettloff, Zeyad El Nabolsy, Derek R. Ford, Raúl Olmo Fregoso Bailón, Michelle Gautreaux, Salina Gray, Aashish Hemrajani, Caitlin Howlett, Khuram Hussain, Petar Jandrić, Colin Jenkins, Kelsey Dayle John, Lenore Kenny, Tyson E. Lewis, Curry Malott, Peter McLaren, Glenn Rikowski, Marelis Rivera, Alexa Schindel, Steven Singer, Ajit Singh, Nicole Snook, Devyn Springer, Sara Tolbert, Katherine Vroman, Anneliese Waalkes, Chris Widimaier, Savannah Jo Wilcek, David Wolken, Jason Wozniak, and Weili Zhao.
Author:
Publisher: BRILL
ISBN: 900440046X
Category : Education
Languages : en
Pages : 522
Get Book Here
Book Description
While education is an inherently political field and practice, and while the political struggles that radical philosophy takes up necessarily involve education, there remains much to be done at the intersection of education and radical philosophy. That so many intense political struggles today actually center educational processes and institutions makes this gap all the more pressing. Yet in order for this work to be done, we need to begin to establish common frameworks and languages in and with which to move. Keywords in Radical Philosophy and Education takes up this crucial and urgent task. Dozens of emerging and leading activists, organizers, and scholars assemble a collective body of concepts to interrogate, provoke, and mobilize contemporary political, economic, and social struggles. This wide-ranging edited collection covers key and innovative philosophical and educational themes—from animals, sex, wind, and praxis, to studying, podcasting, debt, and students. This field-defining work is a necessary resource for all activists and academics interested in exploring the latest conceptual contributions growing out of the intersection of social struggles and the university. Contributors are: Rebecca Alexander, Barbara Applebaum, David Backer, Jesse Bazzul, Brian Becker, Jesse Benjamin, Matt Bernico, Elijah Blanton, Polina-Theopoula Chrysochou, Clayton Cooprider, Katie Crabtree, Noah De Lissovoy, Sandra Delgado, Dean Dettloff, Zeyad El Nabolsy, Derek R. Ford, Raúl Olmo Fregoso Bailón, Michelle Gautreaux, Salina Gray, Aashish Hemrajani, Caitlin Howlett, Khuram Hussain, Petar Jandrić, Colin Jenkins, Kelsey Dayle John, Lenore Kenny, Tyson E. Lewis, Curry Malott, Peter McLaren, Glenn Rikowski, Marelis Rivera, Alexa Schindel, Steven Singer, Ajit Singh, Nicole Snook, Devyn Springer, Sara Tolbert, Katherine Vroman, Anneliese Waalkes, Chris Widimaier, Savannah Jo Wilcek, David Wolken, Jason Wozniak, and Weili Zhao.
Author: Derek R. Ford
Publisher: Rowman & Littlefield
ISBN: 1666901016
Category : Education
Languages : en
Pages : 230
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Book Description
In the second edition of this groundbreaking work, Derek R. Ford contends that radical politics needs educational theory, posing a series of educational questions pertinent to revolutionary movements: How can pedagogy bridge the gap between what is and what can be, while respecting the gap and its uncertainty and contingency? How can pedagogy accommodate ambiguity while remaining faithful to the communist project? In answering these questions, Ford develops a dynamic pedagogical constellation that radically opens up what education is and what it can mean for revolutionary struggle. In charting this constellation, Ford takes the reader on a journey that traverses disciplinary boundaries, innovatively reading theorists as diverse as Lenin, Agamben, Marx, Lyotard, Althusser, and Butler. Demonstrating how learning underpins capitalism and democracy, Ford articulates a theory of communist study as an alternative and oppositional logic that, perhaps paradoxically, demands the revolutionary reclamation of testing. Poetic, performative, and provocative, Communist Study is oriented toward what Ford calls “the sublime feeling of being-in-common,” which, as he insists, is always a commonness against.
Author: Chad Kautzer
Publisher: Routledge
ISBN: 1317253205
Category : Political Science
Languages : en
Pages : 230
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Book Description
In this concise introduction, Chad Kautzer demonstrates the shared emancipatory goals and methods of several radical philosophies, from Marxism and feminism to critical race and queer theory. Radical Philosophy examines the relations of theory and practice, knowledge and power, as well as the function of law in creating extralegal forms of domination. Through a critical engagement with the history of philosophy, Kautzer reconstructs important counter-traditions of historical, dialectical, and reflexive forms of critique relevant to contemporary social struggles. The result is an innovative, systematic guide to radical theory and critical resistance.
Author: Michael Fielding
Publisher: Routledge
ISBN: 1136870318
Category : Education
Languages : en
Pages : 404
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Book Description
What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions? Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the ‘common school’, a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about. Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education - teachers and students, academics and policy makers, parents and politicians.
Author:
Publisher: BRILL
ISBN: 900450561X
Category : History
Languages : en
Pages : 704
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Book Description
This Encyclopaedia of Marxism and Education showcases the explanatory power of Marxist educational theory and practice.
Author: Andrew Stables
Publisher: A&C Black
ISBN: 144119018X
Category : Education
Languages : en
Pages : 210
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Book Description
Philosophical accounts of childhood have tended to derive from Plato and Aristotle, who portrayed children (like women, animals, slaves, and the mob) as unreasonable and incomplete in terms of lacking formal and final causes and ends. Despite much rhetoric concerning either the sinfulness or purity of children (as in Puritanism and Romanticism respectively), the assumption that children are marginal has endured. Modern theories, including recent interpretations of neuroscience, have re-enforced this sense of children's incompleteness. This fascinating monograph seeks to overturn this philosophical tradition. It develops instead a "fully semiotic" perspective, arguing that in so far as children are no more or less interpreters of the world than adults, they are no more or less reasoning agents. This, the book shows, has radical implications, particularly for the question of how we seek to educate children. One Aristotelian legacy is the unquestioned belief that societies must educate the young irrespective of the latter's wishes. Another is that childhood must be grown out of and left behind.
Author: Naomi Hodgson
Publisher: punctum books
ISBN: 1947447386
Category : Education
Languages : en
Pages : 112
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Book Description
The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better - or ideal - future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality and to attend to what is "educational" about education. In Manifesto for a Post-Critical Pedagogy we set out five principles that call not for an education as a means to achieve a future state, but rather that make manifest those educational practices that do exist today and that we wish to defend. The Manifesto also acts as a provocation, as the starting point of a conversation about what this means for research, pedagogy, and our relation to our children, each other, and the world. Manifesto for a Post-Critical Pedagogy invites a shift from a critical pedagogy premised on revealing what is wrong with the world and using education to solve it, to an affirmative stance that acknowledges what is educational in our existing practices. It is focused on what we do and what we can do, if we approach education with love for the world and acknowledge that education is based on hope in the present, rather than on optimism for an eternally deferred future.
Author: Mathias Decuypere
Publisher: Routledge
ISBN: 1000511200
Category : Education
Languages : en
Pages : 181
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Book Description
This book aims to gain a better grasp of how education, both inside and outside school, is shaped by our understanding of time. Over the last decennia, both education and policymaking have undergone radical changes, transcending them far beyond the historical limits of the modern nation-state where their contemporary shape originated. The often-discussed shift from government to governance in education policy, together with the crystallization of newly emerging spaces of transnational education, are illustrative in this respect. The national grammar of schooling is set out to arrange time in class hours, schooldays and yearly cohorts. Its curricula establish what the past should teach to future generations. But when education shifts perspectives towards transnational, European or even global levels, this past increasingly seems to lose relevance when understood as continuity and as tradition. Instead, in education as in policymaking, the discontinuity expected to result from a future deemed open and undetermined becomes an endless resource for the development of new political and educational (re)forms. How are contemporary education and education policy creating and reacting to particular forms of presents, pasts or futures? How do specific forms of education (such as lifelong learning) relate to our shifting understandings of time? How are progress, acceleration and time related in educational reform processes? Through showing the contingency of time-making in educational practices, the contributions to this book seek to answer these questions and thus open avenues to think education and time anew. The chapters in this book were originally published as a special issue of the journal Educational Philosophy and Theory.
Author: Pauli Siljander
Publisher: Springer Science & Business Media
ISBN: 9462090319
Category : Education
Languages : en
Pages : 318
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Book Description
Continental philosophy of education and North American educational thinking are two traditions of their own, yet it is fruitful to compare for similarities and differences between the two and thus generate interest in a mutual dialogue and exchange between European and North American of philosophy of education. The present book analyzes theoretical thinking on education from the standpoints of both traditions. The book deals with continental educational thinking while discussing the notion of Bildung and its diversity, from J.A.Comenius to Th. Adorno. In addition, the book discusses the idea of growth inherited from American progressive education and classical Pragmatism. The various contributors to the book offer insights to the theoretical discussion on education, and specify the historical and thematic connections between different thinking models. The book shows that connections between continental educational theories and classical Pragmatism are stronger than generally assumed. As such, the book invites the readers to challenge their own prejudices and views on Bildung and growth, and the relationship between them. “Education would be tyranny if it did not lead to freedom.” (J.F. Herbart) “The teacher who can get along by keeping spontaneous interest excited must be regarded as the teacher with the greatest skill.” (W. James)
Author: G. M. Hamburg
Publisher: Cambridge University Press
ISBN: 1139487434
Category : Philosophy
Languages : en
Pages : 441
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Book Description
The great age of Russian philosophy spans the century between 1830 and 1930 - from the famous Slavophile-Westernizer controversy of the 1830s and 1840s, through the 'Silver Age' of Russian culture at the beginning of the twentieth century, to the formation of a Russian 'philosophical emigration' in the wake of the Russian Revolution. This volume is a major history and interpretation of Russian philosophy in this period. Eighteen chapters (plus a substantial introduction and afterword) discuss Russian philosophy's main figures, schools and controversies, while simultaneously pursuing a common central theme: the development of a distinctive Russian tradition of philosophical humanism focused on the defence of human dignity. As this volume shows, the century-long debate over the meaning and grounds of human dignity, freedom and the just society involved thinkers of all backgrounds and positions, transcending easy classification as 'religious' or 'secular'. The debate still resonates strongly today.
