EDUCATIONAL THEORY最新文献

“Society is the present of teaching”: Teaching as a Phenomenon in Levinas's Unedited Lecture Notes "社会是教学的现在"：教学是列维纳斯未经编辑的讲稿中的一种现象

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EDUCATIONAL THEORY Pub Date : 2024-09-19 DOI: 10.1111/edth.12658

Katja Castillo

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引用次数: 0

The Consequences of Peirce's Theory of Agential Ideas for Qualitative Research 皮尔斯的行动思想理论对定性研究的影响

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EDUCATIONAL THEORY Pub Date : 2024-09-16 DOI: 10.1111/edth.12657

Alexander B. Pratt

引用次数: 0

Case-Based Reasoning in Educational Ethics: Phronēsis and Epistemic Blinders 教育伦理中基于案例的推理：措辞与认识盲区

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EDUCATIONAL THEORY Pub Date : 2024-09-15 DOI: 10.1111/edth.12656

Michael Vazquez, Dustin Webster

引用次数: 0

Education for Robust Self-Respect in an Unjust World† 在不公正的世界中培养强大的自尊心†。

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EDUCATIONAL THEORY Pub Date : 2024-09-01 DOI: 10.1111/edth.12649

Shiying Li

{"title":"Education for Robust Self-Respect in an Unjust World†","authors":"Shiying Li","doi":"10.1111/edth.12649","DOIUrl":"10.1111/edth.12649","url":null,"abstract":"Philosophical work on self-respect has distinguished between various kinds of self-respect. In this paper, Shiying Li begins by introducing important kinds of self-respect and exploring the conceptual and empirical relations among them. She then discusses the value and political significance of social bases of self-respect for both individuals and society. While political theory on this topic, especially from the Rawlsian tradition, has focused on the social bases of self-respect in a well-ordered society, Li takes on the task of uncovering the social bases of self-respect in an unjust society marked by structural injustices such as racism, sexism, social stigmas, and economic and other social inequalities. She provides arguments, including public reason arguments, for the political priority and urgency of securing robust self-respect for all in an unjust society, and thus paves the way for a discussion of the role that education, especially schooling, can and should play in securing robust self-respect. Li concludes by offering reasons to direct special attention to specific aspects of schooling and by making suggestions regarding a curriculum and pedagogy aimed at securing robust self-respect for all.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Toward an Authentic Understanding of Catholic School Identity 真正理解天主教学校的特性

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EDUCATIONAL THEORY Pub Date : 2024-08-26 DOI: 10.1111/edth.12654

Christopher Hurst

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Fantasies of Rousseau: A Lacanian View of Natural Education In and Beyond Émile 卢梭的幻想卢梭的幻想：《爱弥尔》内外的拉康自然教育观

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EDUCATIONAL THEORY Pub Date : 2024-08-26 DOI: 10.1111/edth.12655

Nicholas Stock

{"title":"Fantasies of Rousseau: A Lacanian View of Natural Education In and Beyond Émile","authors":"Nicholas Stock","doi":"10.1111/edth.12655","DOIUrl":"10.1111/edth.12655","url":null,"abstract":"Beginning with the question of the usefulness of Rousseau's Émile for contemporary education, this article explores the fantasy held by educational thinkers and practitioners regarding Rousseau's concept of Natural Education. Using French psychoanalyst Jacques Lacan's theory of fantasy, which is based on a relationship between the subject and the object of their desire, Nicholas Stock breaks down Natural Education in a number of ways. Initially, he explores the signifier of nature as an object of desire for both Rousseau and the contemporary educationalist. Next, he examines how Rousseau deploys the signifier in Émile and how this creates an ontology of the child that claims to understand their nature while designating them as Other. This point opens up discussion of desires in light of Lacan's examination of Marquis de Sade and sadism. Equally, in exploring Rousseau's dialectical relationship with Sade, Stock goes on to discuss how the fantasy of nature in Rousseau opens up possibilities of sadistic desire. Finally, he concludes the article by deconstructing the binary upheld between nature and culture through an exploration of pastoral literature. It is this pastoralism that gives a desirable quality to nature, thus sustaining its fantasy in educational circles.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12655","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

In-Between Child and World: Educational Responsibility with and against Arendt 在儿童与世界之间与阿伦特的教育责任和反对阿伦特的教育责任

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EDUCATIONAL THEORY Pub Date : 2024-06-18 DOI: 10.1111/edth.12637

Julien Kloeg, Liesbeth Noordegraaf-Eelens

{"title":"In-Between Child and World: Educational Responsibility with and against Arendt","authors":"Julien Kloeg, Liesbeth Noordegraaf-Eelens","doi":"10.1111/edth.12637","DOIUrl":"https://doi.org/10.1111/edth.12637","url":null,"abstract":"A key aspect of the educator's responsibility as understood by Hannah Arendt is its dual character. Educators are responsible for both the life and development of the child and the continuance of the world, as Arendt puts it in “The Crisis in Education.” Moreover, these aspects of responsibility are in tension with each other. Arendt's own accounts of responsibility in her political writings are, in a similar way, riddled with tension. What should we conclude from this about the nature of educational responsibility? To address this question, Julien Kloeg and Liesbeth Noordegraaf-Eelens first reconstruct the meaning of responsibility in Arendt's political writings. They find a broad distinction between political responsibility and personal responsibility: the former consists in contributing to a community (by extension, the world), and the latter in the “two-in-one” of silent self-dialogue. While political responsibility is close to Arendt's description of the responsibility of the educator (for the continuance of the world), personal responsibility does not find an obvious home in her educational thought. From this ambiguous situation of education and Arendt's own theme of the “in-between” arises the possibility of introducing a concept of educational responsibility that further develops Arendt's position. Kloeg and Noordegraaf-Eelens's concept of educational responsibility suggests a theory and practice of navigating tensions between conflicting commitments. In their view, this is both an appropriate extension and reform of Arendt's educational work and an insight that does justice to the practical situation of educators in the modern world.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12637","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Rethinking Subjectification: On the Limits of Biesta's Educational Theory 反思主体化：关于比埃斯塔教育理论的局限性

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EDUCATIONAL THEORY Pub Date : 2024-06-12 DOI: 10.1111/edth.12650

Andrew Thompson

{"title":"Rethinking Subjectification: On the Limits of Biesta's Educational Theory","authors":"Andrew Thompson","doi":"10.1111/edth.12650","DOIUrl":"10.1111/edth.12650","url":null,"abstract":"In this article, Andrew Thompson explores the tension between Gert Biesta's concept of educational purpose and education's historical function. For Biesta, the purpose of education consists of three overlapping spheres: qualification, socialization, and subjectification. While scholars have devoted a great deal of attention to Biesta's notion of subjectification, there is not enough consideration of his treatment of socialization and its limits on human freedom. Here, Thompson examines the historical role of socialization as it relates to the cultivation of self-reflecting and self-governing citizens through a process Ian Hunter describes as pastoral pedagogy. Both Biesta and Hunter critique essentialist notions of subjectivity, noting that critical pedagogy in both liberal and Marxian iterations has relied upon a metaphysics informed by Kantian moral definition in which the subject must freely exercise rational autonomy toward self-realization. While Biesta suggests redefining the subject, Hunter dismisses any attempt at redefinition as irrelevant since the school's historical process of moral development is inevitably linked to the antiquated liberal ideal. In Hunter's view, all attempts to escape the school's moral teleology inexorably employ a pedagogy that is based on the moral ideal its critics wish to eliminate. This article illustrates the agonism inherent in Biesta's concept of educational purpose and explores the role of the theorist as the expression of a particular moral self that informs the ideal persona of the teacher.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141350435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conceptualizing Socialization, Qualification, and Subjectification as Purposes of Education† 将社会化、资格化和主体化概念化为教育目的†。

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EDUCATIONAL THEORY Pub Date : 2024-06-12 DOI: 10.1111/edth.12652

Sara Juvonen, Heidi Huilla, Sonja Kosunen, Martin Thrupp, Auli Toom

{"title":"Conceptualizing Socialization, Qualification, and Subjectification as Purposes of Education†","authors":"Sara Juvonen, Heidi Huilla, Sonja Kosunen, Martin Thrupp, Auli Toom","doi":"10.1111/edth.12652","DOIUrl":"10.1111/edth.12652","url":null,"abstract":"The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the education of individual students. The domain of socialization sets the stage for the domains of qualification and subjectification, making the balance of the latter two crucial for disadvantaged students as well as schools' societal purpose of both maintaining and reforming soci(et)al structures. Two key ideas are raised: First, in order to better understand the current dynamics of the three domains, the authors suggest separating the logic and content of “qualification.” Second, the authors discuss why it is equally useful to separate the everyday and societal dimension of purpose. The central question is this: Can individual educators find a balance between the three domains if the surrounding society overvalues the logic of qualification?","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141353929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

On the Ethical Priority of Problem Solving in Case-Based Teacher Ethics: Grounding an Anti-Oppressive Approach 论基于案例的教师伦理中解决问题的伦理优先性：反压迫方法的基础

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EDUCATIONAL THEORY Pub Date : 2024-06-09 DOI: 10.1111/edth.12647

Nicolas Tanchuk, Alyssa Emery

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