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Lessons on knowledge transmission from Plato’s allegory of the cave: the influence of reason and companionship on transmissive and participatory pedagogies 柏拉图洞穴寓言对知识传播的启示:理性与陪伴对传播与参与教学法的影响
IF 0.9
Ethics and Education Pub Date : 2023-04-03 DOI: 10.1080/17449642.2023.2216120
Mark Debono
{"title":"Lessons on knowledge transmission from Plato’s allegory of the cave: the influence of reason and companionship on transmissive and participatory pedagogies","authors":"Mark Debono","doi":"10.1080/17449642.2023.2216120","DOIUrl":"https://doi.org/10.1080/17449642.2023.2216120","url":null,"abstract":"ABSTRACT In this paper, I show the ambiguities in the interpretations of Martin Heidegger and Alain Badiou of Plato’s allegory of the cave as an enlightening educational experience. In Heidegger’s interpretation, knowledge appears as a rational process that corrects the thinking of others. By his claim of an education by truths, Badiou prioritises, again, the Platonic event of knowledge. To indicate the limit of the rational process in these two interpretations of education, I introduce Jan Masschelein’s claim that knowledge transmission in Plato’s cave story can be seen as a process where the immanent experience of companionship comes before the instruction of knowledge. The arguments in this article will be discussed in a broader context that explains how transmissive and participatory pedagogies have been influenced by the view of education as a process of rationality and companionship, and how the various approaches have either constrained or broadened the learner’s perspective.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"18 1","pages":"181 - 194"},"PeriodicalIF":0.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41348661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Putting the pandemic on the table: what does this crisis reveal about the essence of education? 把疫情摆在桌面上：这场危机揭示了教育的本质？
IF 0.9
Ethics and Education Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188720
Glenn M. Hudak
{"title":"Putting the pandemic on the table: what does this crisis reveal about the essence of education?","authors":"Glenn M. Hudak","doi":"10.1080/17449642.2023.2188720","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188720","url":null,"abstract":"ABSTRACT The period March 2020–March 2021 marks the time reference for this theoretical study as it denotes the initial surge of the Pandemic, where whole societies were destabilized by the ferocity of Covid-19. Within this context, I posit COVID-19 as a transforming event: one that exhausts worlds. Drawing from Jan Masschelein’s works on Arendt and the architecture of public education, the question at hand is how does Covid-19, as a transforming event, affect and change the very essence of education? I begin by comparing two definitions of crisis, Arendt’s notion of krisis, with philosopher Peter Pal Pelbart’s thinking around crisis, illness, and ‘exhaustion.’ I conclude by identifying an ‘inconsequential’ architectural space, a ‘spandrel.’ This spatial by-product, revealed during the Pandemic, is located within the very design of the ‘perfect’ public school, schole: the Arendtian ‘table.’ This spandrel aligns with Fernand Deligny’s ‘primordial communism.’","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"18 1","pages":"86 - 100"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41905262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein 复古乌托邦的风险，不断的转换，没有降噪:对Jan Masschelein的回应
IF 0.9
Ethics and Education Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188752
Lovisa Bergdahl
{"title":"Retrotopian risks, constant translation, without noise reduction: a response to Jan Masschelein","authors":"Lovisa Bergdahl","doi":"10.1080/17449642.2023.2188752","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188752","url":null,"abstract":"ABSTRACT This paper is a response to Jan Masschelein’s keynote lecture. Taking its point of departure in a befriended support of his argument, the paper begins in the mood of affirmation as a form of critique. Thereafter it engages, first, with what it reads as a slightly retrotopian approach to digitalization in the paper. Second, it brings to attention that the gesture of rejuvenation and regeneration, which Masschelein suggests, always involves a moment of return or repetition. The question is asked what form the gesture of retrieving inherited pedagogical forms from the past takes in Masschelein’s proposal, and it is suggested that such retrieving is a work of constant translation. Third, a comment is made about the advocating of orature, issuing the reminder that on-campus education usually comes without noise reduction, that is, it requires reflection also on the discord that is calibrated in and through our voices.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":" 11","pages":"45 - 50"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41312212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Indigenous, feminine and technologist relational philosophies in the time of machine learning 机器学习时代的土著、女性和技术专家的关系哲学
IF 0.9
Ethics and Education Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188714
Troy A. Richardson
{"title":"Indigenous, feminine and technologist relational philosophies in the time of machine learning","authors":"Troy A. Richardson","doi":"10.1080/17449642.2023.2188714","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188714","url":null,"abstract":"ABSTRACT Machine Learning (ML) and Artificial Intelligence (AI) are for many the defining features of the early twenty-first century. With such a provocation, this essay considers how one might understand the relational philosophies articulated by Indigenous learning scientists, Indigenous technologists and feminine philosophers of education as co-constitutive of an ensemble mediating or regulating an educative philosophy interfacing with ML/AI. In these mediations, differing vocabularies – kin, the one caring, cooperative – are recognized for their ethical commitments, yet challenging epistemic claims in the contexts of ML. Similarly, ML poses some questions to claims made about relational and Indigenous epistemologies, where the latter is perceived as separated from and unaffected by computation specifically or algorithmic societies generally. This essay seeks to gain several vantage points to explore and complicate how diverse relational philosophies can address ML and perhaps reconsider their own critical practices.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"18 1","pages":"6 - 22"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41975902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Being universitas: community and being present in times of pandemic 成为大学：在疫情期间的社区和存在
IF 0.9
Ethics and Education Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188718
Amanda Fulford, David Locke
{"title":"Being universitas: community and being present in times of pandemic","authors":"Amanda Fulford, David Locke","doi":"10.1080/17449642.2023.2188718","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188718","url":null,"abstract":"ABSTRACT This paper considers what is at stake in the idea of universitas – a community of masters and scholars – in the context of the shifting landscape of higher education engendered by the COVID-19 pandemic. Drawing on the philosophy of Gabriel Marcel, we consider what it means to be together in a university community. We draw a distinction between the idea of ‘functioning’ as universitas and ‘being’ universitas, arguing that, that while universities have continued to function effectively through the pandemic, something of what it means to be universitas has been lost. We explore, through Marcel’s concepts of disponibilité and indisponibilité (availability and unavailability), presence and communion, what is at stake in our being with others, and participating in their plenitude. We conclude that being bodily present to each other opens up possibilities for realising something of what it means to be universitas as a community of masters, scholars and students.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"18 1","pages":"51 - 66"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43249182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Clocked by the pandemic! On gender and time in Rousseau’s Émile 被大流行计时!论卢梭笔下的性别与时间Émile
IF 0.9
Ethics and Education Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188724
Amy Shuffelton
{"title":"Clocked by the pandemic! On gender and time in Rousseau’s Émile","authors":"Amy Shuffelton","doi":"10.1080/17449642.2023.2188724","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188724","url":null,"abstract":"ABSTRACT Pandemic disruptions to schooling threw into sharper relief the entanglements of economy, gender norms, and education that had been there, and throughout the modern world, all along. The particular entanglement this paper aims to unravel is the reliance of education on a certain kind of attentiveness, historically provided by a feminized teaching force and mothers, that itself rests on the cultivation of particular sensibilities regarding time.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"18 1","pages":"123 - 137"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48183039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Educational relational networks: indigenous and feminist worlding. A response to Troy Richardson 教育关系网络：土著和女权主义世界。对Troy Richardson的回应
IF 0.9
Ethics and Education Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188755
Sharon Todd
{"title":"Educational relational networks: indigenous and feminist worlding. A response to Troy Richardson","authors":"Sharon Todd","doi":"10.1080/17449642.2023.2188755","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188755","url":null,"abstract":"ABSTRACT This paper is a response to Troy Richardson’s Terence McLaughlin’s Lecture. In it, I discuss how Richardson provides a unique reading of relationality, drawing together technology studies, Indigenous Education and feminist philosophy of education. Seeking to walk with key ideas he develops, this response also points to a possible limitation in seeing Noddings ethic of care as part of a feminist relational ontology that can help inform new ways of understanding ‘machine learning’. In particular, I introduce the notion of worlding as a way of complementing Richardson’s reading of relationality – a notion that has profound implications for pedagogical practice.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"18 1","pages":"23 - 27"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46294455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Pedagogical form, study, and formless formation 教育形式、研究和无形式形成
IF 0.9
Ethics and Education Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188723
Çağlar Köseoğlu, J. Kloeg
{"title":"Pedagogical form, study, and formless formation","authors":"Çağlar Köseoğlu, J. Kloeg","doi":"10.1080/17449642.2023.2188723","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188723","url":null,"abstract":"ABSTRACT Moving education to Zoom, Microsoft Teams, and the many alternatives during the COVID19-pandemic raised the question of pedagogical form. In a sense, pandemic education in its two-dimensionality was a frictionless, sanitized reduction of education to pure form; it offered a more efficient transfer of knowledge and was marked by a heightened means-to-an-end logic. This has made the informal, unforming and deformational activity that Stefano Harney and Fred Moten call study even more difficult, if not impossible during pandemic education. In this article, we consider the pitfalls of thinking in terms of pedagogical form and the formalization of education by engaging with Emile Bojesen’s work on education as (de)formation. Via Harney and Moten, we reflect on what the concept/practice of study by way of formless formation teaches us about (pre-)pandemic education and about pedagogical forms that might be in keeping with study in post-pandemic education.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"18 1","pages":"101 - 109"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44848714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Rejuvenating and regenerating on-campus education. Why particular forms of pedagogical life matter 振兴和更新校园教育。为什么特殊形式的教学生活很重要
IF 0.9
Ethics and Education Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188715
J. Masschelein
{"title":"Rejuvenating and regenerating on-campus education. Why particular forms of pedagogical life matter","authors":"J. Masschelein","doi":"10.1080/17449642.2023.2188715","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188715","url":null,"abstract":"ABSTRACT The pandemic implied an acceleration of the impending devastation of various forms of public pedagogical life attached to the campus, changing the ecology of study and affecting the sense-ability and response-ability of the university as an ‘association for/to study’ (‘universitas studii’). This contribution sketches two developments that play a role in this weakening of pedagogical life: the establishment and expansion of a hyper-modern learning factory and the creation of the figure of the independent learner. It is suggested that the rejuvenation and regeneration of pedagogical life can be supported by a critical pedagogy that cultivates the art of distinction in order to describe and indicate the distinctions that matter to various forms of pedagogical life and what they make happen. This is then exemplified through a brief discussion of the lecture and the seminar engendering ‘spoken science’. Finally, it is indicated how a rejuvenation and regeneration implicates students and scholars.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"18 1","pages":"28 - 44"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43259463","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Editorial: pedagogical forms in times of pandemic 社论:大流行时期的教学形式
IF 0.9
Ethics and Education Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188759
Lovisa Bergdahl
{"title":"Editorial: pedagogical forms in times of pandemic","authors":"Lovisa Bergdahl","doi":"10.1080/17449642.2023.2188759","DOIUrl":"https://doi.org/10.1080/17449642.2023.2188759","url":null,"abstract":"Special Issue in Ethics & Education Pedagogical Forms in Times of Pandemic With the outbreak of the COVID-19 virus in the Spring 2020, campus life came to a halt. In many places all over the world, physical on campus seminars and lectures – pedagogical forms that prior to the outbreak of the pandemic were part of the very DNA of university life – could no longer take place like before and had to be either strictly regulated in terms of space and safety or simply converted into other forms. The loss of human togetherness and the reduction of teaching to a uniform activity on a flat digital screen (in wealthier parts of the world) echoed the sensory losses that were symptoms of the virus infection itself, turning the art of teaching almost from one day to the next into a twodimensional and sterile experience. Even if the prefix pan indicated that the global spread of the COVID-19 virus equally affected people all over the world, there were profound differences to be recognized. On local level, the pandemic magnified deep-rooted gendered, racial, economic, and social injustices, exposing perpetuated inequities particularly within the realm of education. In some contexts, schools were shut down and the children sent home, literally losing their education because of the pandemic. In others, the digital divide became a chasm, separating those who had access to electricity, computers, and the Internet from those who did not.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"18 1","pages":"1 - 5"},"PeriodicalIF":0.9,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41389371","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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