EDUCATIONAL THEORY最新文献

{"title":"Jean-Luc Nancy's Conception of Listening","authors":"Sophie Haroutunian-Gordon,&nbsp;Megan Jane Laverty","doi":"10.1111/edth.12685","DOIUrl":"https://doi.org/10.1111/edth.12685","url":null,"abstract":"<p>In this article Sophie Haroutunian-Gordon and Megan Jane Laverty discuss Jean-Luc Nancy's conception of listening as presented in his seminal work, <i>À l'écoute</i>. The authors argue that Nancy uses the term “listening” to refer to the experience of coming to an idea of sound(s) initially encountered as puzzling. They illustrate Nancy's conception with teaching/learning situations involving a pianist and teacher, Deborah Sobol, and two aspiring players, Sophie Haroutunian-Gordon and Rosalie Romano. The article has four parts. In part 1, the authors ask: Do we see Deborah trying to make meaning of Sophie's performance on October 2, 1998? In part 2, they ask: Do we see Sophie trying to make meaning of Deborah's words and demonstrations on the same occasion? In parts 3 and 4, they explore Sophie's and Rosalie's listening when they are coached by Deborah on January 15, 1999. In so doing, Haroutunian-Gordon and Laverty illustrate Nancy's conception of listening and demonstrate its usefulness for theorizing about and studying actual situations.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 6","pages":"915-941"},"PeriodicalIF":1.0,"publicationDate":"2025-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12685","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143253247","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}

{"title":"Educating We the People: Jean-Luc Nancy and the Spirit of 1968","authors":"René V. Arcilla","doi":"10.1111/edth.12676","DOIUrl":"https://doi.org/10.1111/edth.12676","url":null,"abstract":"<p>This essay by René Arcilla examines Jean-Luc Nancy's understanding of the “spirit of 1968.” It argues that Nancy's concept can guide a humanist approach to educating citizens for participation in democratic self-government, one that responds to the political challenges facing us today. In particular, it develops a critique of factionalizing identity politics and seeks to renew what it means to address, and be addressed by, “we the people.” The essay proposes an idea of what democracy seeks to affirm: our social being.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 6","pages":"849-872"},"PeriodicalIF":1.0,"publicationDate":"2025-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143252820","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}

{"title":"“‘To be all Ears’ [Être À L'Écoute], to be Listening”: Listening to Music with Jean-Luc Nancy (Parts a, b, e)","authors":"Eduardo M. Duarte Bono","doi":"10.1111/edth.12682","DOIUrl":"https://doi.org/10.1111/edth.12682","url":null,"abstract":"<p>Sometimes we hear music (when we play it or hear it, whether live or recorded) and that experience is felt as a singular event. In those moments we find ourselves in an existential situation that, because it is singular (rare, unique, unintended), reveals the formative power of an aesthetic experience of listening to music, what we might call learning how to be poetic. Here, Eduardo Duarte Bono explores how engaging with Jean-Luc Nancy can enable us to deepen our appreciation for music's aesthetic education. Specifically, Nancy's category of “resonant subjectivity” describes the existential place where this education is occurring during those singular experiences with music, what Nancy describes as “‘to be all ears’ [<i>être à l'écoute</i>], to be listening.” As a way of amplifying Nancy's writing on listening to music, Duarte Bono takes up three distinct cases in this paper: the percussionist Evelyn Glennie, Pablo Picasso's sculpture <i>Guitar</i>, and Ralph Ellison's musings on living with music as a writer.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 6","pages":"888-914"},"PeriodicalIF":1.0,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143249579","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}

{"title":"Symposium Introduction: The Philosophy of Jean-Luc Nancy and the Study of Education","authors":"Sophie Haroutunian-Gordon,&nbsp;Megan Jane Laverty","doi":"10.1111/edth.12684","DOIUrl":"https://doi.org/10.1111/edth.12684","url":null,"abstract":"&lt;p&gt;Our introduction is divided into three parts. We begin with a brief overview of Nancy's life, career, and thought. We then explain the motivation for the symposium and how it developed over several years. We conclude with an introduction to the five articles, focusing on aspects of their appeal to Nancy's first philosophy. The underlying message is that Nancy's philosophy reorients us to fundamental educational questions. For Nancy, to be is to be with others. In other words, our existence is inherently social. Being, then, is a matter of our addressing, and being addressed by, others. The value of Nancy's conception of &lt;i&gt;being&lt;/i&gt; is that it avoids solipsism as a problem and it implies that our learning and understanding are never complete, as our condition is one of always &lt;i&gt;becoming&lt;/i&gt;. By considering Nancy's philosophy in relation to the topics of democracy, the arts, listening, and learning and teaching, we hope to encourage informed and critical debate about it and its utility for addressing educational issues.&lt;/p&gt;&lt;p&gt;Jean-Luc Nancy was a prolific writer of more than twenty books and many journal articles and book chapters that had an expansive philosophical range. Born in France in 1940, he earned an undergraduate degree in philosophy from the University of Paris in 1962. In 1973, he completed his PhD on the topic of Immanuel Kant, supervised by Paul Ricoeur. In 1987, he was elected to the &lt;i&gt;docteur d'état&lt;/i&gt; (doctor of state) degree by a jury that included Jacques Derrida and Jean-François Lyotard. Nancy wrote his dissertation on the topic of freedom in Heidegger and other philosophers under the supervision of Gérard Granel. The dissertation was later published as &lt;i&gt;The Experience of Freedom&lt;/i&gt;.&lt;sup&gt;8&lt;/sup&gt; As early as 1980, Nancy began his remarkable collaboration with Philippe Lacoue-Lebarthe, starting with a conference on Derrida and the establishment of a Center for Philosophical Research on the Political, which later closed. After publishing several co-authored texts with Lacoue-Lebarthe,&lt;sup&gt;9&lt;/sup&gt; Nancy went on to publish &lt;i&gt;The Inoperative Community&lt;/i&gt;.&lt;sup&gt;10&lt;/sup&gt;&lt;/p&gt;&lt;p&gt;It is generally accepted that &lt;i&gt;The Inoperative Community&lt;/i&gt; represents a milestone in the development of Nancy's thought because he introduces his idea that communities should not be understood as conferring upon their members a unifying identity or purpose. According to Nancy, communities are “inoperative” in the sense that are not made through work; they spontaneously come into being. If anything is inherent in our human condition, it is our passion for sharing life with others. To undertake any activity — philosophy, art, politics, education — is to undertake that activity in community with others. Nancy's abiding interest in community culminates in his book, &lt;i&gt;Being Singular Plural&lt;/i&gt;,&lt;sup&gt;11&lt;/sup&gt; which is considered his most important philosophical work, and in which he argues that there is no being without “being with,” and no “I” without a","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 6","pages":"840-848"},"PeriodicalIF":1.0,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12684","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143249578","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}

{"title":"Resonant Education","authors":"Stanton Wortham","doi":"10.1111/edth.12683","DOIUrl":"https://doi.org/10.1111/edth.12683","url":null,"abstract":"&lt;p&gt;The articles in this symposium make two important contributions: they introduce and explain the powerful but opaque philosophy of Jean-Luc Nancy; and they show how his philosophy illuminates central issues in education. Their accounts also diverge in interesting ways, raising provocative questions for the philosophy of education.&lt;/p&gt;&lt;p&gt;The contributors describe how &lt;i&gt;being with&lt;/i&gt; captures Nancy's core ontological claim. The basic level of human being is in relation to others. As David Hansen articulates, we exist only “in common,” through activities with others.&lt;sup&gt;1&lt;/sup&gt; This does not mean that we are subsumed into a group, however. We are simultaneously &lt;i&gt;singular-plural&lt;/i&gt;. “Being with” captures individual distinctiveness as well as connectedness, without reducing one to the other.&lt;/p&gt;&lt;p&gt;The contributors argue that for Nancy the paradigmatic human activity is not individual cognition about the world, but is instead &lt;i&gt;listening&lt;/i&gt;. As Eduardo Duarte Bono says, we must replace “the [Cartesian] philosophical subject” with “the listening subject,” and we must replace the predominant visual metaphor with a musical one.&lt;sup&gt;2&lt;/sup&gt; Instead of standing apart from the world and observing it, we “resonate” with something in the world and are taken out of ourselves by it. As Sophie Haroutunian-Gordon and Megan Laverty say, “the listener's search for meaning … is a search guided by felt resonance rather than intellectual cognizing, at least initially.”&lt;sup&gt;3&lt;/sup&gt; The traditional philosophical focus on internal self-reflection, according to Nancy, impedes genuine listening and distorts our relations with others and the world.&lt;/p&gt;&lt;p&gt;Nancy does not eliminate the subject, but he focuses on &lt;i&gt;resonant subjectivity&lt;/i&gt;. Our basic mode of experiencing the world involves resonating with aspects of it. Duarte Bono explores this musical metaphor, describing how listening to music involves a “letting go” of oneself and an openness to experience. Together with Haroutunian-Gordon and Laverty, Duarte Bono shows how music evokes meaning, how it can be transformative even though it does not contain analytic messages. Hansen describes this as a “pre-cognitive” responsiveness to the world.&lt;/p&gt;&lt;p&gt;&lt;i&gt;Touch&lt;/i&gt; is another important metaphor for Nancy. Unlike vision, touch involves contact with others and a distinctive immediacy. It is a second-person experience, in contact with something next to me. This contrasts with the third-person experience of analytic abstraction associated with vision and the Cartesian subject. René Arcilla explains how this emphasis on resonance and touch demands a different attitude toward experience — an “opening” or an “expansion of being.” According to Arcilla, Nancy calls for “bearing witness and lyrically summoning other witnesses.” We should not strive for “conclusive epiphany,” but for “perpetual intimation.”&lt;sup&gt;4&lt;/sup&gt;&lt;/p&gt;&lt;p&gt;This is a process-based philosophy, emphasizing &lt;i&gt;becoming&lt;/i&gt;. Haroutunian-Gordon and Laverty descri","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 6","pages":"963-967"},"PeriodicalIF":1.0,"publicationDate":"2025-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12683","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143249577","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}

{"title":"Formation and Finitude: Jean-Luc Nancy on the Arts as Ontological Doorways","authors":"Chris Higgins","doi":"10.1111/edth.12675","DOIUrl":"https://doi.org/10.1111/edth.12675","url":null,"abstract":"<p>In this article Chris Higgins considers two works by Jean-Luc Nancy — “On Being Singular Plural” and “Why Are There Several Arts and Not Just One?” — in light of the formative task to do justice to the diverse dimensions of oneself given the offerings and demands of the world, a task made difficult by our finitude and the existence of incommensurable goods. While Nancy helps us appreciate the value pluralism animating the (liberal) arts, Higgins argues, Nancy himself shies away from the full implications of his relational ontology. Rather than follow individual arts and artworks into the local habitations they open — accepting the anguish of the arbitrary as the price of our finite but fulsome excursions into the reticulated real — Nancy retreats to the level of a global account (if a lyrical one) of the local.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 6","pages":"873-887"},"PeriodicalIF":1.0,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12675","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143253250","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}

{"title":"“Being With” as the Center and Circumference of Teaching","authors":"David T. Hansen","doi":"10.1111/edth.12673","DOIUrl":"https://doi.org/10.1111/edth.12673","url":null,"abstract":"<p>In this article, David Hansen works with two conceptions of “being with.” The first is Jean-Luc Nancy's ontological version as found in his <i>Being Singular Plural</i> (1999). The second is Hansen's ontic formulation as expressed in his recent book, <i>Reimagining the Call to Teach: A Witness to Teachers and Teaching</i> (2021). Nancy's notion is ethical as well as ontological. It constitutes a vision of human being <i>qua</i> being and is formulated in critical juxtaposition with the viewpoints on ethics and being of Martin Heidegger and other recent thinkers. Hansen's conception is not ontological, as such, but is ethical in the sense of presuming that teaching is a practice with built-in terms of relationship between teachers, students, and the subject matter of education, where “education” differs from socialization and enculturation. “Being with” constitutes a term of art for the priority in teaching of attunement, responsiveness, and receptivity — both to students and to subject matter — over formal processes of teacher reflection. The latter are indispensable, but they take their identity and their warrant from the fundamental ethical terms of the practice that are rooted in being with. Here, Hansen seeks to show how Nancy's conception of being with enriches the pedagogical idea of being with as the center and circumference of teaching.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 6","pages":"942-962"},"PeriodicalIF":1.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143253236","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}

{"title":"Messages in the Medium: Modernism and Self-Awareness in the Digital Age*","authors":"Annie R. Schultz","doi":"10.1111/edth.12672","DOIUrl":"https://doi.org/10.1111/edth.12672","url":null,"abstract":"<p>In this article, Annie Schultz argues that there <i>are</i> messages to be found in mediums. As an addition to media literacy education in the digital information era, Schultz joins in conversation with philosophers of education who have turned to aesthetics and visual culture studies as a way of interpreting digital misinformation. She suggests that themes in art and issues raised in art criticism provide tools for understanding critically how digital media impacts us aesthetically and affectively. Modernism, in particular, is a movement in art that offers interpretive tools for understanding how all the mediums of our information-fueled world impinge on our lived experience. By attending to mediums, we can develop the self-awareness necessary to understand critically how digital mediums influence how we make meaning.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 6","pages":"803-821"},"PeriodicalIF":1.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143253237","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}

{"title":"Benjamin on Occultism and Progressive Education: A Warning Concerning “Liberal” Fascism","authors":"Tyson E. Lewis","doi":"10.1111/edth.12671","DOIUrl":"https://doi.org/10.1111/edth.12671","url":null,"abstract":"<p>For the first time, Walter Benjamin's critical comments on educator and philosopher Rudolf Steiner are examined in depth. In particular, Benjamin detected protofascist themes within Steiner's seemingly progressive notion of child-centered, arts-based, developmentally appropriate early childhood education. But this does not mean that Benjamin completely rejected Steiner's work as mere ideology. Instead, we can find the subtle trace of Steiner's influence in Benjamin's own reflections on childhood. Here Tyson E. Lewis calls for a dialectical approach modeled by Benjamin that allows us to critically interrogate Steiner's progressive education for protofascist tendencies, while also redeeming various insights into the lives of children. This dialectical approach to understanding the complex relationship between progressive education and fascism is now more urgent than ever before.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 6","pages":"822-839"},"PeriodicalIF":1.0,"publicationDate":"2024-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143252984","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}

{"title":"Wim Wenders's Road Movie Philosophy: Education Without Learning, by René V. Arcilla, Bloomsbury, 2020, 176 pp.","authors":"Matt M. Bridges","doi":"10.1111/edth.12674","DOIUrl":"https://doi.org/10.1111/edth.12674","url":null,"abstract":"","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 6","pages":"968-975"},"PeriodicalIF":1.0,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143253164","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}