EDUCATIONAL THEORY最新文献

{"title":"Symposium Introduction: A New Approach to Understanding Children: Niklas Luhmann's Social Theory","authors":"Christian Morgner","doi":"10.1111/edth.12607","DOIUrl":"10.1111/edth.12607","url":null,"abstract":"<p>This symposium centers on the English translation of sociologist Niklas Luhmann's 1991 article “Das Kind als Medium der Erziehung”<sup>1</sup> (“The Child as a Medium of Education”), which is being published for the first time in this issue of <i>Educational Theory</i>. This work forms part of Luhmann's broader long-term project — to develop a general theory of society — which included numerous writings on education. Although well-known in German-speaking countries, Scandinavia, and Latin America, Anglophone readers (other than specialists in the social sciences, including educational theory) are generally less familiar with Luhmann's work. For that reason, it seems useful to outline Luhmann's background and wider project before introducing his theory of education and the other papers in this symposium.</p><p>Niklas Luhmann was born in 1927 in Lüneburg, Germany. After studying law at the University of Freiburg, he embarked on a career in public administration, first in Lüneburg and subsequently in Lower Saxony. During that period, he was already showing an interest in conceptual questions related to the structure of administrations, meetings, and informal aspects of organization and power. Outside his working day as a civil servant, he immersed himself in scientific literature, and in 1961, a scholarship enabled him to develop this interest at Harvard's School of Government in the United States, where he discussed his project with the sociologist Talcott Parsons. On returning to Germany, he worked as a lecturer and researcher at a number of institutions while continuing his sociology studies. In 1968, he became a professor of sociology at the newly established University of Bielefeld, and his debate with Jürgen Habermas in 1970 brought him to the attention of a wider audience. He remained at the University of Bielefeld until his retirement in 1993. Before his death in 1998, he was awarded the city of Stuttgart's Hegel Prize.<sup>2</sup> During his extremely prolific career, he published more than seventy books and almost four hundred scholarly articles, and several more have been published posthumously.</p><p>Luhmann's sociological project is typically characterized as a system theory of society, with a conceptual emphasis on the terms <i>system</i> and <i>theory</i>. While his main focus was undoubtedly theoretical, it should not be assumed that Luhmann was an armchair theorist. For example, he and sociologist Renate Mayntz conducted large-scale statistical surveys and analyses of civil service career progression in their efforts to reform German civil administration.<sup>3</sup> Luhmann also wrote extensively about changing semantics, notably in his book on love and intimate relationships, which was based on archival research at the <i>Bibliothèque Nationale de France</i> in Paris.<sup>4</sup> Much of his writing on informal organizations is based on his own direct experience as a civil servant, and this is reflected in the ethnographic styl","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 6","pages":"860-866"},"PeriodicalIF":1.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056358","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":"Educational Case Studies and Speaking for Others","authors":"Jennifer M. Morton","doi":"10.1111/edth.12613","DOIUrl":"10.1111/edth.12613","url":null,"abstract":"<p>We have good reasons to be concerned about the underrepresentation of historically marginalized people's perspectives from philosophical and academic discourse. Normative case studies provide a potential avenue through which we can address this lack of diversity. However, there is a risk that those who engage in this kind of project are “speaking for others” in ways that reproduce the inequalities we seek to remedy. While this challenge cannot be avoided, Jennifer Morton discusses here how the problem can be mitigated by conceiving of normative case studies as a way to facilitate dialogue within our classrooms and with communities outside the academy.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 3","pages":"321-328"},"PeriodicalIF":1.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056319","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":"The Ethics of World-Building in Normative Case Studies","authors":"Tatiana Geron,&nbsp;Meira Levinson","doi":"10.1111/edth.12612","DOIUrl":"10.1111/edth.12612","url":null,"abstract":"<p>Normative case studies are designed to offer richly detailed “worlds of possibility” that invite complex reflection and discussion about authentic ethical dilemmas in education. In this essay, Tatiana Geron and Meira Levinson argue that authors' choices of what details to include in a case are themselves ethical decisions that require significant ethical responsibility. Case details can shape which avenues of ethical inquiry are open to readers, whether and how institutional and structural conditions get considered, whose perspectives are included and legitimized, and what political issues are understood as “open” or “closed.” At its best, case “world-building” can help readers understand the full complexity of ethical decision-making in education. However, for this to occur, case authors must seek out expert and dissenting perspectives, field test the case with diverse audiences, and remain reflexive about their own perspectives and how these shape their world-building decisions.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"74 3","pages":"293-300"},"PeriodicalIF":1.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056925","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":"The Child as the Medium of Education","authors":"Niklas Luhmann","doi":"10.1111/edth.12615","DOIUrl":"10.1111/edth.12615","url":null,"abstract":"<p>Inquiries into the medium of education take up a question that has so far usually been answered teleologically or psychologically. The coherence of educational endeavors has been illustrated by their objective, and this again has been illustrated by the changes in the state of the educatees. The difficulty of such an approach is that no educator is able to know the inner state of the educatee, i.e., that which the latter really experiences, remembers, and expects during the process of education. Moreover, the drawback of all teleology is that it does not provide a concept for understanding the frequent failure of these efforts. Here, Niklas Luhmann demonstrates that this kind of teleological theory can be replaced by the distinction between medium and form.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 6","pages":"867-889"},"PeriodicalIF":1.0,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12615","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056548","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":"Adaptation, Activism, and the Looming Climate Disaster†","authors":"Bryan R. Warnick","doi":"10.1111/edth.12610","DOIUrl":"10.1111/edth.12610","url":null,"abstract":"<p>It is likely that the process of global climate change will continue to accelerate. There is a lack of political will to confront the problem and the consequences for humanity — including widespread suffering and institutional destabilization — will be disastrous. How should educators respond to a catastrophic future? Here, Bryan Warnick argues that two criteria should guide the educational response. The response should not (1) undermine efforts to find an “unprecedented solution” to climate change, or (2) leave students unprepared to adapt to a global catastrophe. Using these criteria, he analyzes several possible ways to help students adapt to disaster, including teaching survivalism, encouraging forms of emotional resilience (like the Stoic <i>apatheia</i>), and helping students to appreciate the current moment. These adaptive responses seem to violate the first criterion. At the same time, an educational response focused entirely on climate activism seems to violate the second criterion. Warnick ends by exploring ways to accommodate the need for both adaptation and social engagement, finding promise in the idea of a tragic activism.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 6","pages":"801-821"},"PeriodicalIF":1.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056320","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":"What's Wrong with Tuition-Free Four-Year Public College?","authors":"Harry Brighouse,&nbsp;Kailey Mullane","doi":"10.1111/edth.12605","DOIUrl":"10.1111/edth.12605","url":null,"abstract":"<p>Advocates of tuition-free four-year public college make the argument for it too easy by asserting that it would be paid for out of taxes on the wealthy. Other uses of the revenues are possible. In this paper, Harry Brighouse and Kailey Mullane establish two criteria for comparing different uses of the revenues: the first criterion is, will the policy increase the overall level of educational goods?, and the second is, will the policy reduce inequalities of educational goods? Here, Brighouse and Mullane compare tuition-free four-year public college with two alternatives: (1) spending the revenues in pre-K and K-12, and (2) spending them on expanding the Pell Grant Program. Both alternatives are superior with respect to reducing inequalities, and spending in pre-K and K-12 is superior with respect to increasing the overall level of educational goods. While on some assumptions tuition-free four-year public college might prove better than expanding Pell Grants at increasing the overall level of educational goods, there are good reasons, nevertheless, to prefer expanding Pell Grants.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 6","pages":"833-859"},"PeriodicalIF":1.0,"publicationDate":"2023-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12605","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139056450","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":"“What a tale we have been in”: Emplotment and the Exemplar Characters in The Lord of the Rings and the Harry Potter Series","authors":"Alison Milbank","doi":"10.1111/edth.12601","DOIUrl":"10.1111/edth.12601","url":null,"abstract":"<p>Linda Zagzebski's theory of moral exemplarity emphasizes the importance of admiration in developing ethical behavior. This essay argues that admiration involves wonder and distance and is best evoked by mixed or flawed characters; it demonstrates this through discussion of the characters in J. R. R. Tolkien's <i>The Lord of the Rings</i> and J. K. Rowling's Harry Potter series. Using Paul Ricoeur's taxonomy of prefiguration, configuration, and refiguration in narrative work, it discerns a self-reflexivity in the protagonists of these fantasy novels, which is echoed by that of the readers, who are brought to realize their own emplotment in larger narratives. Features in Tolkien and Rowling that aid this exploratory reading include the length and depth of the novels, the decentering of the reader's own reality, and their open endings, which offer an invitational role to further interpretation. Virtue is viewed more teleologically than in Zagzebski, for moral realism is woven into the metaphysics of these novels, which allows mimesis of flawed characters to be ethically productive.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 5","pages":"782-796"},"PeriodicalIF":1.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12601","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138548425","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":"Exemplars Embodied: Can Acting Form Moral Character?","authors":"Ann Phelps,&nbsp;Dylan Brown","doi":"10.1111/edth.12603","DOIUrl":"10.1111/edth.12603","url":null,"abstract":"<p>Theatre practitioners use empathy formation techniques within their acting methodology to develop particular characters for the stage. Here, Ann Phelps and Dylan Brown argue that, when Constantin Stanislavski's seminal dramatic method is placed in conversation with exemplarist moral theory, acting can become a tool for moral formation. To illustrate this claim, they describe their work with the Program for Leadership and Character at Wake Forest University, where a neo-Aristotelian virtue ethics framework is embodied and expanded using this dramatic method. By using acting exercises to help students rehearse how their moral exemplars would respond to situations, Phelps and Brown challenge students to embody their exemplars instead of merely engaging with them as a passive intellectual exercise. Moral educators can achieve their pedagogical aim by expanding Stanislavski's dramatic “super-objective” to encompass a “moral meta-objective.” This neo-Aristotelian modification to Stanislavski's method might extend beyond the stage in ways that facilitate the embodiment of morally exemplary behavior, even after the curtain falls.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 5","pages":"728-748"},"PeriodicalIF":1.0,"publicationDate":"2023-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12603","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509940","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":"Existentialism and Exemplars","authors":"Kate Kirkpatrick","doi":"10.1111/edth.12600","DOIUrl":"10.1111/edth.12600","url":null,"abstract":"<p>In this paper, Kate Kirkpatrick argues that the recent return to moral exemplars in exemplarist moral theory might benefit from engaging with existentialists' use of exemplars in two ways: first, by considering the role of negative exemplars and the power of emotions other than admiration in moral formation; and second, by considering objections to exemplarist education, in particular Simone de Beauvoir's objection that narrative exemplars often serve an ideological function and perpetuate oppressive ideals — especially (but not only) about women. After situating this discussion in ancient and recent debates about the role of literary narratives in moral formation, Kirkpatrick outlines a moral perfectionist reading of Beauvoir and an objection to exemplarist moral theory's reliance on exemplars that “we” admire on the basis that “the admirable” often serves to promote the interests of the powerful rather than the flourishing of all human beings. Finally, while agreeing with this symposium's editors that efforts to improve our understanding of how to use narrative exemplars in educational settings are valuable, she asks how, given the force of the Beauvoirian objection, their criterion of “appropriate critical reflection” might be met.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 5","pages":"762-781"},"PeriodicalIF":1.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12600","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509947","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":"How Much Moral Psychology Does Anyone Need? Tolstoy's Examples of Character Development and Their Impact on Readers","authors":"Daniel Moulin","doi":"10.1111/edth.12604","DOIUrl":"10.1111/edth.12604","url":null,"abstract":"<p>Nothing was more important to Tolstoy than character development. For him, the purpose of life is to grow morally. The purpose of literature — as all art — is to aid that growth. Abstract philosophy and pedantic scholarship are therefore redundant. Indeed, even the psychological novel is a distraction. Moral truths are self-evident. They are always simple. They are expressed by the humble. They are known by the meek. To become good, all we need to do is peel back the layers of hypocrisy and deceit that have overwrought us. Moral truths are known all over the world, but they are forgotten or covered up. There is nothing like a folktale, a pithy aphorism, or the words of a farm laborer or child to point this out. We may be surprised by what we already know and how deceived we were. All Tolstoy's varied endeavors, his literature, pedagogic theory and philosophy, center on moral conversion and its only legitimate motivation: love. Tolstoy's affront on modern civilization, documented vehemently in his later works sought to teach this lesson. This was a view of character development that had wide ranging impact all over the world, influencing many of the most famous thinkers, educators, and activists of the twentieth century. Tolstoy's stories continue to enthrall and inspire moral transformation. In this article Daniel Moulin explains why.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 5","pages":"710-727"},"PeriodicalIF":1.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509941","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}