Education in radical uncertainty: transgression in theory and method

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Annett Graefe-Geusch
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引用次数: 0

Abstract

lifetime ’ s work. Identity is a lifelong process – a project – of self-realisation. Moreover, it is a process of self-realisation that relies crucially on mutual recognition. Identity is formed in the space between the ‘ I ’ and the ‘ me ’ : the space between the self-a ffi rmation of the subjective self and the self that is perceived objectively by other subjective selves. We become ourselves within this inter-subjective – and linguistically organised – space. For, Auerbach network theory fails to grasp the fragility, super-complexity, and relationality of this space. He hangs on to the more homely notion of ‘ neighbourhood ’ : the crucial distinction being that ‘ I belong to the neighbourhood, whereas the network belongs to me ’ . An earthly neighbourhood with all its complex intertwining of belongingness and responsibility is, argues Bauman, what I belong to whether I like it or not. It is part of my belonging within the world. In these fi nal re fl ections by a great public intellectual and scholar there is – as always in his work – a sense of the unpredictability and precarity of our human world. For those interested in the methodology of comparison his work is of fundamental importance because of its insis-tence on the irreducible interconnectivity of the human, the social and the political. The ques-tion Bauman leaves me with is: how in a world where everything is connected with everything else – and where connectivity and con fl ict are inextricably entwined – might we fi nd the grounds to compare anything with anything? Are we not, rather, left with the incomparable di ff erences that comprise our in fi nitely varied world?
极端不确定性中的教育:理论与方法上的越轨
这是一辈子的工作。身份认同是一个终身的自我实现过程——一个项目。此外,这是一个自我实现的过程,关键依赖于相互承认。身份是在“我”和“我”之间的空间中形成的:主观自我的自我确认和被其他主观自我客观感知的自我之间的空间。我们在这个主体间和语言组织的空间中成为我们自己。因为,奥尔巴赫网络理论未能把握这个空间的脆弱性、超复杂性和关联性。他坚持“邻里”这个更朴素的概念:关键的区别在于“我属于邻里,而网络属于我”。鲍曼认为,无论我喜欢与否,一个充满归属感和责任的尘世社区都是我的归属。它是我在这个世界上的归属感的一部分。在这位伟大的公共知识分子和学者的这些最后的反思中——正如他的作品中一贯的那样——我们人类世界的不可预测性和不稳定性。对于那些对比较方法论感兴趣的人来说,他的工作是至关重要的,因为它坚持人类、社会和政治之间不可简化的相互联系。鲍曼留给我的问题是:在一个万物相互联系的世界里——在连通性和冲突不可避免地纠缠在一起的世界里——我们如何才能找到将任何事物与任何事物进行比较的理由呢?相反,我们不是留下了构成我们这个千变万化的世界的无可比拟的差异吗?
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来源期刊
Comparative Education
Comparative Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
7.40
自引率
21.20%
发文量
35
期刊介绍: This international journal of educational studies presents up-to-date information with analyses of significant problems and trends throughout the world. Comparative Education engages with challenging theoretical and methodological issues - and also considers the implications of comparative studies for the formation and implementation of policies - not only in education but in social, national and international development. Thus it welcomes contributions from associated disciplines in the fields of government, management, sociology - and indeed technology and communications - as these affect educational research and policy decisions.
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