Studies in Philosophy and Education最新文献_第3页

Rethinking Humanism and Education Through Sloterdijk’s Rules for the Human Zoo 通过斯洛特迪克的《人类动物园规则》反思人文主义与教育

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-04-13 DOI: 10.1007/s11217-024-09932-9

Jeong-Gil Woo

{"title":"Rethinking Humanism and Education Through Sloterdijk’s Rules for the Human Zoo","authors":"Jeong-Gil Woo","doi":"10.1007/s11217-024-09932-9","DOIUrl":"https://doi.org/10.1007/s11217-024-09932-9","url":null,"abstract":"This study examines the challenges of humanism and education in the 21st century as addressed by the German philosopher Peter Sloterdijk in his Elmau Speech (1999). In this lecture, titled Rules for the Human Zoo, Sloterdijk argues that the traditional notion of humanism, specifically “humanism as a literary society,” has reached its conclusion, necessitating the development of a new humanism appropriate for the contemporary era. However, the new concept of humanism emerging from what Sloterdijk terms the “anthropotechnic turn” appears to align with the discourses surrounding human enhancement that have emerged in the 21st century, thereby influencing the realm of education. The first half of this article reports on the significant concerns and criticisms expressed by the media at that time regarding this new humanism, which seems to be associated with eugenicist ideas. Taking a step further, this study critically examines the nature of the challenges around education implied by Sloterdijk, specifically the conflict between “friend of humans and friend of Übermensch”, and explores the potential roles and responsibilities of education in the latter part of the paper.","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140586545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dialogue, Horizon and Chronotope: Using Bakhtin’s and Gadamer’s Ideas to Frame Online Teaching and Learning 对话、地平线和时序：利用巴赫金和伽达默尔的思想构建在线教学框架

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-04-05 DOI: 10.1007/s11217-024-09933-8

Peter Rule

{"title":"Dialogue, Horizon and Chronotope: Using Bakhtin’s and Gadamer’s Ideas to Frame Online Teaching and Learning","authors":"Peter Rule","doi":"10.1007/s11217-024-09933-8","DOIUrl":"https://doi.org/10.1007/s11217-024-09933-8","url":null,"abstract":"The information explosion and digital modes of learning often combine to inform the quest for the best ways of transforming information in digital form for pedagogical purposes. This quest has become more urgent and pervasive with the ‘turn’ to online learning in the context of COVID-19. This can result in linear, asynchronous, transmission-based modes of teaching and learning which commodify, package and deliver knowledge for individual ‘customers’. The primary concerns in such models are often technical and economic – technology as a cost-effective ‘solution’ to educational challenges. In this paper I argue for the importance of dialogic learning space in teaching and learning by means of Information and Communication Technologies, whether in the form of fully online learning, blended learning or face-to-face encounters using ICT affordances. Although the 20th Century theorists Mikhail Bakhtin (1895–1975) and Hans-Georg Gadamer (1900–2002) produced their seminal works before the advent of ICTs, they were both concerned with the quality and authenticity of human engagement with texts and with other persons and contexts. Besides a shared interest in dialogue as an ontological feature of human life and being, they both used spatiotemporal concepts for understanding and interpreting texts. The article draws on Gadamer’s notions of dialogue and horizon, and Bakhtin’s notions of dialogue and chronotope, to conceptualize dialogic possibilities for online education. Its purpose is to provide a framework, grounded in Bakhtin’s and Gadamer’s ideas, for a dialogic approach to online teaching and learning in higher education.","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140586480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction: Humanities on Demand and the Demands on the Humanities: Between Technological and Lived Time 更正：需求中的人文科学和对人文科学的需求：在技术时间与生活时间之间

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-03-29 DOI: 10.1007/s11217-024-09931-w

Paul Atkinson, Tim Flanagan

引用次数: 0

Negotiating White Complicity through Vigilantly Vulnerable Informed Humility: Response to Self 通过警惕脆弱的知情谦逊来协商白人的共谋：对自我的回应

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-03-29 DOI: 10.1007/s11217-024-09929-4

Barbara Applebaum

引用次数: 0

What “Vigilantly Vulnerable Informed Humility” Offers: Review of White Educators Negotiating Complicity (by Barbara Applebaum, 2022) 警惕脆弱的知情谦逊 "能带来什么？评论《白人教育者协商共谋》（作者：芭芭拉-阿普尔鲍姆，2022年）

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-03-14 DOI: 10.1007/s11217-024-09928-5

Elizabeth A. Self

引用次数: 0

Transhumanism, Society and Education: An Edusemiotic Approach 超人类主义、社会与教育：教育学方法

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-03-04 DOI: 10.1007/s11217-024-09927-6

Susana Gómez Redondo, Claudio J. Rodríguez Higuera, Juan R. Coca, Alin Olteanu

{"title":"Transhumanism, Society and Education: An Edusemiotic Approach","authors":"Susana Gómez Redondo, Claudio J. Rodríguez Higuera, Juan R. Coca, Alin Olteanu","doi":"10.1007/s11217-024-09927-6","DOIUrl":"https://doi.org/10.1007/s11217-024-09927-6","url":null,"abstract":"We propose a semiotic framework to underpin a posthumanist philosophy of education, as contrasted to technological determinism. A recent approach to educational processes as semiotic phenomena lends itself as a philosophy to understand the current interplay between education and technology. This view is aligned with the transhumanist movement to defend techno-scientific progress as fundamental to human development. Particularly, we adopt a semiotic approach to education to tackle certain tensions in current debates on the human. Transhumanism scholars share the optimistic belief that there is no limit to how the ethical use of technology can help alleviate suffering and increase our health and wisdom. From this perspective, it appears possible to acquire capacities that require rethinking the notion of human altogether. For others, this undermining of essentialist concepts of humanity entails serious risks, especially related to ethical egalitarianism. We adopte the perspective of edusemiotics, a framework that brings together semiotics, educational theory and philosophy of education. As a theoretical-practical framework, edusemiotics affords a hermeneutic and semiotic method for our approach. Peirce’s logic of signs is used to analyze socio- educational interactions as environmental. We observe two lines of thought. On the one hand, technological transhumanism enhances Cartesian mind–body dualism. On the other hand, philosophical posthumanism seeks to overcome this dichotomy. The former proposal construes human transformation as an artifactualization derived from techno-scientific enhancements. The latter position proposes an integrative posthumanism, capable not only to include edusemiotic theory but also to rethink the concept of learning as mutual to that of human.","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140032391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Towards an Education of the Senses 实现感官教育

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-03-01 DOI: 10.1007/s11217-023-09925-0

Joris Vlieghe

引用次数: 0

Ironic Practices as Pedagogical Tools for Accomplishing Italo Calvino’s Lightness 将反讽实践作为实现伊塔洛-卡尔维诺《轻盈》的教学工具

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-02-10 DOI: 10.1007/s11217-024-09926-7

Bianca Thoilliez

{"title":"Ironic Practices as Pedagogical Tools for Accomplishing Italo Calvino’s Lightness","authors":"Bianca Thoilliez","doi":"10.1007/s11217-024-09926-7","DOIUrl":"https://doi.org/10.1007/s11217-024-09926-7","url":null,"abstract":"This essay begins with the premise that Italo Calvino’s Memos serve as a fundamentally educational proposition. Each of his lectures can be regarded as a substantive proposal, encouraging a revaluation of our contemporary world through unconventional forms of knowledge, especially considering the challenges posed by the new millennium. The essay’s central objective is to further the intellectual movement initiated by Calvino, but with a specific focus on theorizing education. It aims not to simply apply Calvino’s principles and insights to education or provide a pedagogical analysis but rather to actively engage with them, fostering educational-philosophical reflections centred around the concept of “lightness”, as identified by the Italian writer. Key questions emerge from this exploration: How can “lightness” be considered an educational quality? Can it serve as a valuable guide for navigating the complexities of contemporary education? Can the notion of “lightness” inspire the creation of new pedagogical languages that resist the instrumentalizing tendencies in education? The essay proceeds to elucidate Calvino’s primary theses on “lightness” while also examining the potential for a productive dialogue between Calvino and Richard Rorty’s ideas on irony, both in public and private dimensions. It illustrates how ironic practices, such as sarcasm, satire, and wit, conveyed through artistic expressions, can embody the essence of “lightness” that Calvino encourages. Ultimately, the essay concludes by reflecting on the pedagogical implications of embracing “lightness” in education, particularly in the affirmative/post-critical and Arendtian sense, as a means of bequeathing a world that genuinely belongs to future generations.","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139759363","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Left Populism and the Education of Desire 左翼民粹主义与欲望教育

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-01-16 DOI: 10.1007/s11217-023-09913-4

Callum McGregor

{"title":"Left Populism and the Education of Desire","authors":"Callum McGregor","doi":"10.1007/s11217-023-09913-4","DOIUrl":"https://doi.org/10.1007/s11217-023-09913-4","url":null,"abstract":"This paper mobilises the psychoanalytic concepts of desire and enjoyment to better understand how processes of education aimed at extending and defending democratic life might respond to and engage with populist politics. I approach this task by engaging with a particular vector of Mouffe and Laclau’s political philosophy, moving from a critique of liberal democracy’s rationalist pretensions to their insistence that left populism and its passionate construction of a ‘people’ is the central task facing radical politics. This attention to the libidinal basis of political identification locates them in a community of Left Lacanian thinkers who reframe the problems of democratic politics in terms of desire and enjoyment rather than miseducation or its lack. Whilst this position might suggest a binary choice between different analytical frames, I inquire into what insights are generated by theorising left populism as an ‘education of desire’. The paper is organised into four main parts: the opening discussion clarifies my understanding of education by engaging with the literature on educational agonism. The second section lays the groundwork for a critique of the way in which education is fetishized, in different ways, by liberals and radicals as a panacea for populist politics. The third section reframes democratic crisis as an enjoyment problem in order to better grasp the relationship between the liberal democratic disavowal of its own irrationality and the structure of right-wing populist enjoyment. The fourth section applies these insights to develop a critical analysis of what is at stake when we explicitly consider the left populist construction of a ‘people’ as an educational task. I conclude by drawing together and summarising the main features and considerations of left populism understood as an education of desire.","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139495852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Ceasing to be Hammers: Descriptive Inquiry as Collective Meditation 不再是锤子作为集体沉思的描述性探究

IF 1 4区教育学

Studies in Philosophy and Education Pub Date : 2024-01-16 DOI: 10.1007/s11217-023-09921-4

Rachel Wahl

引用次数: 1