Finding One’s Way: A Response to the Idea of an Education after Progress

IF 0.8 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH
E. Langmann
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引用次数: 0

Abstract

Inspired by the work of Hannah Arendt, this response essay focuses on the tension between hope in the future and lost hope in the present inherent in the modern idea of progress. The backdrop of the symposium is some of the interrelated challenges that we are facing today, such as climate change, new pandemics, mass migration, and the rise of populism. Drawing on different philosophical concepts and strands, the five papers explore what it would mean to learn and educate beyond the imagery of progress. Thinking beyond, however, is never an easy task and the question becomes how to orient oneself in this new philosophical landscape without losing track of what is educationally important and meaningful. After responding to each paper, focusing on five possible connections between them (change, orientation, time, situatedness, and immanence), the essay concludes with the more general question of what place, if any, concepts as the past, conservation, and preservation have in an education ‘after’ progress.
找到自己的路对 "进步后的教育 "理念的回应
受汉娜-阿伦特作品的启发,这篇回应文章重点探讨了现代进步理念中固有的对未来的希望与对当下失去希望之间的紧张关系。研讨会的背景是我们今天面临的一些相互关联的挑战,如气候变化、新的流行病、大规模移民和民粹主义的兴起。五篇论文从不同的哲学概念和角度出发,探讨了超越进步的想象进行学习和教育的意义。然而,超越思考绝非易事,问题是如何在这一新的哲学格局中确定自己的方向,同时又不失去教育的重要性和意义。在对每篇论文做出回应之后,文章重点论述了它们之间可能存在的五种联系(变化、方向、时间、情境性和内在性),最后提出了一个更具普遍性的问题,即过去、保护和保存等概念在 "进步 "之后的教育中究竟有什么地位。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.00
自引率
10.00%
发文量
77
期刊介绍: Journal of Philosophy of Education publishes articles representing a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. The journal aims to promote rigorous thinking on educational matters and to identify and criticise the ideological forces shaping education. Ethical, political, aesthetic and epistemological dimensions of educational theory are amongst those covered.
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