EDUCATIONAL THEORY最新文献_第6页

Nietzsche's Untimely Prophecy: Online Exemplars and Self-Cultivation 尼采不合时宜的预言:网络典范与自我修养

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EDUCATIONAL THEORY Pub Date : 2023-11-21 DOI: 10.1111/edth.12602

Matthew J. Dennis

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Problem-Posing Dialectic Revisited: Freire Between Critical Philosophy and Psychoanalysis 重新审视提出问题的辩证法:批判哲学与精神分析学之间的自由之争

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EDUCATIONAL THEORY Pub Date : 2023-11-21 DOI: 10.1111/edth.12597

Alex J. Armonda

{"title":"Problem-Posing Dialectic Revisited: Freire Between Critical Philosophy and Psychoanalysis","authors":"Alex J. Armonda","doi":"10.1111/edth.12597","DOIUrl":"10.1111/edth.12597","url":null,"abstract":"Examining the still underexplored elements in educational theorist Paulo Freire's work, this essay begins from his claim that problem-posing pedagogy works as a “kind of psychoanalysis.” Situating Freire between the critical philosophical and psychoanalytic traditions, Alex Armonda offers a new reading of the problem-posing dialectic, mapping parallels between Freirean pedagogy and psychoanalysis on the nature of the subject/object relation, while thinking new connections across the philosophical-analytical divide on questions of being, subjectivity, and politics. First, he discusses the onto-epistemic specificity of “the human” in Freire and situates it in relation to the split subject of the unconscious in Lacanian psychoanalysis. Second, he presents the subject/object encounter in Freire, demonstrating that a similar notion of the unconscious informs Freire's account and plays a central role in his understanding of the banking and problem-posing pedagogical experiences. Advancing a Lacanian reading of the problem-posing encounter, Armonda concludes by reflecting on key differences between the dialectical-materialist and psychoanalytical interpretations of Freire, and how the latter opens new perspectives on “reality” as an inconsistent space of contest, generating alternative ways of conceiving political subjectivity and the possibility of radical social transformation in the present.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509946","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}

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“I Can't Read This”: Plagiarism, Biopolitics, and The Production of The Trans-Dividual Student “我读不懂这个”:抄袭、生命政治和《跨个体学生》的制作

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EDUCATIONAL THEORY Pub Date : 2023-11-20 DOI: 10.1111/edth.12598

Tony Iantosca

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Resisting Epistemic Injustice: The Responsibilities of College Educators at Historically and Predominantly White Institutions 抵制认识上的不公正:历史上以白人为主的大学教育工作者的责任

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EDUCATIONAL THEORY Pub Date : 2023-10-22 DOI: 10.1111/edth.12593

Caitlin Murphy Brust, Rebecca M. Taylor

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Toward Pedagogical Justice: Teaching Worlds that we can Collectively Build 迈向教学公正:我们可以共同建设的教学世界

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EDUCATIONAL THEORY Pub Date : 2023-10-19 DOI: 10.1111/edth.12591

Chrissy A. Z. Hernandez, Sheeva Sabati, Ethan Chang

{"title":"Toward Pedagogical Justice: Teaching Worlds that we can Collectively Build","authors":"Chrissy A. Z. Hernandez, Sheeva Sabati, Ethan Chang","doi":"10.1111/edth.12591","DOIUrl":"10.1111/edth.12591","url":null,"abstract":"How can educators create space for students to practice making the worlds we are trying to collectively build? Inspired by genealogies that are grounded in and emerge from social movements, this paper uplifts the possibilities, tensions, and new questions that emerge when we take seriously the role of our classroom pedagogies. The authors offer a reflexive, methodological approach that pushes against the theory/practice divide and that stays with the importance of inhabiting theory through practice. They reflect on the role their classroom pedagogies in enacting their commitments to justice, organizing their offerings around the following themes: (1) Enter, or how their learnings from previous teaching experiences shape praxis through the pauses, recalibrations, and persistent questions they provoke; (2) how they Open and create space in their classrooms through rituals and routines, and toward what ends; and finally, (3) how they aim to Build with their students within and beyond the bounds of the classroom. The authors share the guiding questions that prompted these reflections, as well as the echoes across their offerings, inviting readers to reflect on their own teaching practice in community.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135054039","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

Decolonial Pedagogy Against the Coloniality of Justice 反对司法殖民化的非殖民化教育学

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EDUCATIONAL THEORY Pub Date : 2023-10-16 DOI: 10.1111/edth.12596

Nelson Maldonado-Torres, Xamuel Bañales, Leece Lee-Oliver, Sangha Niyogi, Albert Ponce, Zandi Radebe

引用次数: 0

A Theory of Planetary Social Pedagogy 行星社会教育学理论

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EDUCATIONAL THEORY Pub Date : 2023-10-13 DOI: 10.1111/edth.12588

Arto O. Salonen, Erkka Laininen, Juha Hämäläinen, Stephen Sterling

{"title":"A Theory of Planetary Social Pedagogy","authors":"Arto O. Salonen, Erkka Laininen, Juha Hämäläinen, Stephen Sterling","doi":"10.1111/edth.12588","DOIUrl":"10.1111/edth.12588","url":null,"abstract":"The escalating planetary crises of human-induced climate change, the depletion of natural resources, and declining biodiversity call for urgent actions to be taken at all levels of society and by the global community. The current political strategy for a sustainable future that emphasizes economic and technological progress is insufficient to bring about the change required; an educational approach based on identities, values, ethics, and new worldviews is also needed. In this article Arto O. Salonen and his coauthors consider the kind of pedagogy that could support a transformation of the human conception of reality into a form that both recognizes the connections and interactions between people, society, and the planet, and imparts an ethical orientation to action that strengthens the health and integrity of all entities. A theory of planetary social pedagogy (PSP) is based on traditional social pedagogy, which provides a theoretical framework for formal, nonformal, and informal education. PSP aims at building a deep holistic understanding of the relationship between the individual, society, and Earth by integrating the fragmented human conception and experience of reality by uniting the three dimensions of a social-ecological worldview: spatial, temporal, and ethical. Moreover, PSP is a cyclical learning process that alternates between cognitive, metacognitive, and epistemic levels of learning. The ultimate goal of using PSP is to lay the foundation for a fundamental transformation of the ideals, values, and culture that shape human behavior in ways necessary for securing a sustainable future.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12588","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052772","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 Justice, Pedagogy, and Decolonial(Izing) Praxis 论正义、教育学与非殖民化实践

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EDUCATIONAL THEORY Pub Date : 2023-10-13 DOI: 10.1111/edth.12592

Catherine E. Walsh

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Beyond Personalization: Embracing Democratic Learning Within Artificially Intelligent Systems 超越个性化:在人工智能系统中拥抱民主学习

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EDUCATIONAL THEORY Pub Date : 2023-10-13 DOI: 10.1111/edth.12590

Natalia Kucirkova, Sandra Leaton Gray

引用次数: 0

Pedagogy-as-Justice Pedagogy-as-Justice

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EDUCATIONAL THEORY Pub Date : 2023-10-11 DOI: 10.1111/edth.12595

Nassim Noroozi

{"title":"Pedagogy-as-Justice","authors":"Nassim Noroozi","doi":"10.1111/edth.12595","DOIUrl":"10.1111/edth.12595","url":null,"abstract":"Nassim Noroozi proposes a juxtaposition of pedagogy with and a characterization of it as justice. The term pedagogical here is not limited to “the educational,” nor is pedagogy limited to the methods of teaching. At the same time, the term justice will not be framed in terms of liberal conceptual grounds. Noroozi defines pedagogy as an arrangement of meaning so that it becomes impossible not to see injustice. Noroozi argues that “pedagogy-as-justice” concerns itself with exposing injustice in transformative ways, and as such it is an ethical undertaking. She explores how philosophizing for struggle is inherently pedagogical and, because of our perception of “the pedagogical,” how it is inherently transformative. Furthermore, she argues that seeing pedagogy as justice will consequentially deem “the arrangements of meanings to engage others in the issues pertaining to injustice” as equally important to writing or thinking about those struggles. To illustrate the above points, Noroozi analyzes a case of public philosophical engagement against war. By expanding on this case, she proposes some central attributes of pedagogy-as-justice, namely its preoccupation with grounding abstract and anonymous concepts in their contested historical realities; its commitment to wrestling with an “opacity of concepts” or with “dishonest reasonings” that end up promoting suffering and injustice; and its recognition of the precarities inherent in undertaking pedagogy-as-justice. Noroozi traces a genealogy of the concept of pedagogy-as-justice going back to Socratic public philosophical engagements.","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12595","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135051701","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