Studies in Philosophy and Education最新文献

{"title":"On Why ‘Trust’ Constitutes an Appropriate Synonym for ‘Certainty’ in Wittgenstein’s Sense: What Pupils Can Learn from Its Staging","authors":"José María Ariso","doi":"10.1007/s11217-023-09924-1","DOIUrl":"https://doi.org/10.1007/s11217-023-09924-1","url":null,"abstract":"<p>In this paper I outline the most relevant traits of the term ‘trust’ understood as one of the synonyms for ‘certainty’ that Ludwig Wittgenstein used in his posthumous work <i>On Certainty</i>. To this end, I analyze the paragraphs of <i>On Certainty</i> in which reference is made to pupils who are expected to trust what is taught by their teacher: in addition, I note that such a process is largely based on the attitude of rejection and bewilderment that teachers promote towards people who call into doubt those certainties that pupils are expected to assimilate. Subsequently, after emphasizing the importance that Wittgenstein attached to the ineffability of certainties, I explain how such certainty or trust can be staged. Lastly, I clarify why an appropriate contemplation of this staging can be of great help for pupils to achieve at least four goals of educational interest: thus, children can not only strengthen their capacity for wonder, but also experience what things are ineffable, glimpse the limits of rationality, and become more tolerant of people who are partakers of a different world-picture.</p>","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139460216","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}

{"title":"Digital Humanities: Between Technological and Lived Time","authors":"Paul Atkinson, Tim Flanagan","doi":"10.1007/s11217-023-09912-5","DOIUrl":"https://doi.org/10.1007/s11217-023-09912-5","url":null,"abstract":"<p>The digital humanities have developed in concert with online systems that increase the accessibility and speed of learning. Whereas previously students were immersed in the fluidity of campus life, they have become suspended and drawn-into various streams and currents of digital pedagogy, which articulate new forms of epistemological movement, often operating at speeds outside the lived time and rhythm of human thought. When assessing learning technologies, we have to consider the degree to which they complement the rhythms immanent to human thought, knowledge, investigation, and experimentation.</p><p>In this paper, we examine learning from a humanities perspective, arguing that reading, writing, and thinking are ways of learning underscored by various genres of movement that segue with or diverge from the movements inherent to digital technologies, especially those deployed in learning systems. Using the work of thinkers such as John Dewey and Michel Serres, we examine the importance of movement in dialogue, where to truly learn involves embedding oneself in the flow of thought, accepting the flexibility of concepts, and aligning oneself with a community of thinkers.</p>","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139373123","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}

{"title":"Against the Spell of Modern Knowledge: Education as Multiplicity or the Need for Focused Arbitrariness","authors":"Anna Blumsztajn","doi":"10.1007/s11217-023-09917-0","DOIUrl":"https://doi.org/10.1007/s11217-023-09917-0","url":null,"abstract":"<p>Calvino’s apology of multiplicity starts with the exposure, revealed by his take on typically modern novels, of some fundamental contradictions underlaying the modern quest for knowledge, which are definitely not alien to our day education. Then, when Calvino goes on to explore how twentieth century literature transcended those difficulties, he provides us with a valuable inspiration for how education could cope with its ambiguous relation to knowledge, still deeply rooted in the modern approach. Guided by Calvino’s readings, we are shown that literature can succeed in its epistemological (r)evolution. Meanwhile, education, as it seems, is still struggling to overcome its entanglement with the unreachable goal of teaching everything about everything, to cope with the infinity and complexity of that everything, making reflecting upon education’s epistemological stance in the twenty-first century very much a necessity, one that I will try to pursue in the following pages After a methodological introduction, the paper starts by placing Calvino’s examination of beautiful, yet unsuccessful literary attempts at an exhaustive account of the world in the context of education, to show how their unattainable ambitions are mirrored in pedagogical practice, pointing out to the “modern spirit” underlying both the aforementioned novels’ and contemporary education’s relation to knowledge. Then, with the help of J. Rancière’s take on education, I will try and make educational sense of Calvino’s account of Bouvard and Pécuchet failed quest to know everything there is to be known, and relate it to the particular model of knowledge at work in education, one that needs to be questioned. Finally, I will draw on Calvino’s praise of “the contemporary novel as (…) a method of knowledge” (SM, p. 105), and particularly on his analysis of Perec’s masterpiece La Vie mode d’emploi, and his rehabilitation of the idea of arbitrariness, to outline some reflections about how an educational multiplicity, where “everything is in everything” could come to life (Rancière, 1991, p. 26).</p>","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139066570","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}

{"title":"Teaching for Human Dignity: Descriptive Inquiry in Teacher Practice: Authors Meet Critics","authors":"Cara Furman, Cecelia Traugh","doi":"10.1007/s11217-023-09918-z","DOIUrl":"https://doi.org/10.1007/s11217-023-09918-z","url":null,"abstract":"<p>What does it mean to teach for human dignity? Pivoting around the recently published, <i>Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools</i>, book authors and critics with disparate backgrounds will respond to this question. In the process, they will invite readers to also respond, working together to construct further understanding. In bringing together scholars around a shared question, the review borrows from Descriptive Inquiry – the method for studying teaching described in the book.</p><p>Critics: Ashley Taylor, Colgate University &amp; Vikramadity Joshi, Teachers College, Columbia, Doris Santoro, Bowdoin College, Sam Rocha, University of British Columbia, Rachel Wahl, University of Virginia.</p>","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139057844","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}

{"title":"Educating with Style? Rethinking the Pedagogical Significance of (In)consistency Between Calvino and Deleuze","authors":"Wiebe Koopal","doi":"10.1007/s11217-023-09914-3","DOIUrl":"https://doi.org/10.1007/s11217-023-09914-3","url":null,"abstract":"<p>In this paper I try to 'rethink' consistency as an educational quality for the 3rd millennium, following Italo Calvino's choice to take it up in his lecture series Memos for the Next Millennium, and despite the fact that the (final) lecture devoted to this quality remained unwritten. After reflecting on how consistency already plays a certain role in Calvino's other lectures, I expand on the specific educational implications of this role's unresolved ambivalence, in order to argue that this ambivalence, properly understood, might be fully constitutive of the educational significance of consistency. To achieve such an understanding I turn to Gilles Deleuze and his concept of style as a 'practice' of consistency. Not only does a stylistic understanding of consistency offer interesting possibilities for a more constructive approach to the said ambivalence—between consistency as static stability and dynamic keeping-together- but as such it also speaks to a number of issues that are directly and fundamentally educational in nature.</p>","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138741648","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}

{"title":"Integrated Restatement: Furman and Traugh","authors":"Cara Furman, Cecelia E. Traugh","doi":"10.1007/s11217-023-09923-2","DOIUrl":"https://doi.org/10.1007/s11217-023-09923-2","url":null,"abstract":"","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967481","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}

{"title":"Education - Servant of Many Masters or an End in Itself? Handling Confusions Around Purpose and Instrumentalism in Education","authors":"Orit Schwarz-Franco","doi":"10.1007/s11217-023-09916-1","DOIUrl":"https://doi.org/10.1007/s11217-023-09916-1","url":null,"abstract":"<p>Should education serve external goals, or should it be non-instrumental? In this paper, I recognize a tension between these two views with respect to the question of the end and the means in education, and I suggest conceptual and practical ways to handle this tension. The paper comprises two parts: the first part discusses the problem, and the second part offers solutions. To expose the problem, I present a brief overview of the opposing views of purposiveness versus anti-instrumentalism in education, based on old inspirations and new manifestations of each, and I present two examples of current theories that carry this tension as an inner contradiction. Additionally, I argue these theoretical tensions lead to professional confusions and practical dilemmas among teachers. In search of solutions, I lean on current theoretical arguments to reconcile the contradictions and offer ways to integrate the two views into one pedagogical approach. Finally, I draw a conceptual model that turns the tensions and confusions into a more reasonable complexity that educators can handle in their theoretical thinking and accommodate in their practical choices in school. My conclusions lead to a re-justified commitment to education for democracy, and to teachers’ autonomy.</p>","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138690403","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}

{"title":"Peace and Philosophical Disarmament","authors":"Samuel D. Rocha","doi":"10.1007/s11217-023-09922-3","DOIUrl":"https://doi.org/10.1007/s11217-023-09922-3","url":null,"abstract":"","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138967244","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}

{"title":"Signifiers of Bildung, the Curriculum and the Democratisation of Public Education","authors":"Pedro Vincent Dias Bergheim","doi":"10.1007/s11217-023-09911-6","DOIUrl":"https://doi.org/10.1007/s11217-023-09911-6","url":null,"abstract":"<p>This article argues that curriculum work can benefit from signifiers of Bildung to promote democracy in public education. The argument is built on the premise that cultural and intellectual traditions that value Bildung presume a link between the inner cultivation of the individual and the development of better societies (Horlacher 2017). I start by presenting Mouffe’s (2000) democratic paradox and how pluralism is the defining feature of liberal democracies. Based on how curriculum work is a standard of public education (Hopmann 1999), I state that the curriculum must formalise pluralism in education and convey the democratic paradox in educational terms. With reference to Laclau and Mouffe’s discourse theory, I then argue that such a laborious task can be achieved in the curriculum with the aid of signifiers of Bildung. Signifiers of Bildung are discursively empty and cannot acquire a definite meaning. Because of this, they make it possible to speak of the student and the society of liberal democracies while impeding a too narrow comprehension of what they are and ought to be. Therefore, to implement signifiers of Bildung in the curriculum can help establish both a standard of public education and limits to popular sovereignty. However, their use must undergo careful scrutiny, and teachers must remain free to interpret them.</p>","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138629163","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}

{"title":"Visual Education and the Care of the Figuring Self. Mr. Palomar’s Exercises as Pedagogy","authors":"Stefano Oliverio","doi":"10.1007/s11217-023-09910-7","DOIUrl":"https://doi.org/10.1007/s11217-023-09910-7","url":null,"abstract":"<p>This paper engages with Italo Calvino’s lecture on Visibility, included in his last—and testamentary—volume <i>Six Memos</i>, by understanding it in an educational and pedagogical key. While the question of pedagogy is expressly addressed by Calvino himself in his lecture, the interpretation here provided is not merely an application of his tenets but an elaboration on and an autonomous development of them. In particular, in the spotlight there is the intimate bond image-cum-writing which seems to preside over Calvino’s insights and is here suggested as key to tackling the challenges of the contemporary mediascape and the “tautological vision” dominating therein. While a part of the educational discourse invokes “homeostatic” pedagogical solutions, namely the (ultimately confrontational) deployment of writing to compensate for the iconic ruling regime, this paper explores the possibility of a specific kind of visual education (instantiated by comics and Otto Neurath’s Isotype), which combines the role of the image with some features traditionally attributed to the pedagogy of writing (e.g. the cultivation of abilities of abstraction, of reflection etc.). A pedagogy of figuration is, accordingly, proposed as an interruption of the tautological vision of the new media and as conducive to educating readers of the unwritten world and of the world of digital images, Mr. Palomar—the hero of Calvino’s last novel—possibly being the archetype of this kind of (new?) readership. By referring to two influential notions in the contemporary debate in educational philosophy and theory, this pedagogy is finally interpreted in term of (visual) thing-centredness rather than (visual) subjectification.</p>","PeriodicalId":47069,"journal":{"name":"Studies in Philosophy and Education","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138559902","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}