EDUCATIONAL THEORY最新文献

{"title":"Symposium Introduction: The Pedagogical Potential of Exemplar Narratives in Moral Development and Moral Education","authors":"Liz Gulliford,&nbsp;Edward Brooks,&nbsp;Oliver Coates","doi":"10.1111/edth.12599","DOIUrl":"10.1111/edth.12599","url":null,"abstract":"<p>This symposium engages the important question of <i>how</i> exemplars might shape the character of learners, focusing on the pedagogical potential of exemplar narratives. In recent years there has been growing interest in the topic of moral exemplars, from educational, philosophical, and psychological perspectives. The pedagogical potential of learning by example has been known since antiquity, though the respect accorded to emulating heroes or saints waned in modernity, where it was deemed antithetical to autonomous reasoning, proof of the “herd mentality,” or even “self-suicide.” Since the turn of the last century, however, learning by example, particularly when it comes to moral education, has once again risen to prominence. This renewed interest has been spurred on in no small measure by the work of two key individuals whose contributions we review as an essential backdrop to this issue: Bryan Warnick and Linda Zagzebski.¹</p><p>While there are many historical insights concerning the educational importance of exemplars, returning to an interest in the transformative power of moral exemplars in the twenty-first century has brought new insights, critiques, methodologies, and challenges to the fore. Empirical research in psychology and education has shed light on the qualities of role models, and the features of the narratives in which these exemplars are embedded. The focus on narrative is central to consideration of how exemplars might be used in education. Across cultures and throughout history, narratives have been the primary place of encounter between real or imagined heroes and the listeners or readers who might be inspired by their example. As Zagzebski puts it, the “socially recognized procedure” for picking out exemplars is the “telling and re-telling of narratives.”²</p><p>Through this symposium we promote two key areas for developing the field going forward. First, while recent work has drawn attention to the importance of exemplars, there has been little direct examination of how <i>exemplar stories</i> influence their readership in terms of moral formation. Second, there is a great deal more scope for promoting our understanding of how exemplar narratives can be used, with appropriate critical reflection, in educational settings.</p><p>This introduction reviews recent work relating to exemplarist moral education, with sections covering the philosophical contribution of Linda Zagzebski's exemplarist moral theory (EMT), recent work in psychology on dynamics of admiration and emulation, and the important work of Bryan Warnick in the philosophy of education. It will consider the importance of attending to dynamics of narrativity and how exemplar stories function in terms of language, structure, and plot. Finally, we will summarize the contribution of the articles that follow by identifying common themes across the papers in this collection.</p><p>Recent academic interest in moral exemplars has undoubtedly gaine","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 5","pages":"692-709"},"PeriodicalIF":1.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12599","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509949","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":"Nietzsche's Untimely Prophecy: Online Exemplars and Self-Cultivation","authors":"Matthew J. Dennis","doi":"10.1111/edth.12602","DOIUrl":"10.1111/edth.12602","url":null,"abstract":"<p>Digital technologies are changing our understanding of ethical emulation. In this article, Matthew Dennis proposes that some social media technologies have given rise to a strikingly new set of ethical ideals, often concerned with the ideal of self-cultivation. While there is relatively little philosophical discussion of these kinds of ideals, Dennis suggests that scrutiny of Friedrich Nietzsche's ethical philosophy offers a guiding account of why the ideal of self-directed character change is important. He concludes by speculating on how the digital affordances of social media technologies will change the way in which ethical exemplars influence future generations.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 5","pages":"749-761"},"PeriodicalIF":1.0,"publicationDate":"2023-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12602","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509939","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":"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":"<p>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.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 5","pages":"645-667"},"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}

{"title":"“I Can't Read This”: Plagiarism, Biopolitics, and The Production of The Trans-Dividual Student","authors":"Tony Iantosca","doi":"10.1111/edth.12598","DOIUrl":"10.1111/edth.12598","url":null,"abstract":"<p>In this paper, Tony Iantosca situates the academic integrity policies of US colleges and universities, as well as student plagiarism, in biopolitical frameworks. By examining the aporias that result from student plagiarism in the context of neoliberal knowledge production, which produces and depends upon individualized, skills-bearing students, Iantosca interrogates what educators can learn philosophically and pedagogically from the mutual misrecognition that occurs between institutional policy and the transgressing student. He frames this discussion with Michel Foucault's classic work on biopolitics as well as Roberto Esposito's immunitary paradigm in order to examine the implications of student illegibility for what Bernard Stiegler has called education's trans-individuating potential. The argument that emerges is that student plagiarism has multiple, contradictory significances that can nonetheless teach educators important lessons about property and individualism, and these lessons must be retained as we reinitiate, rather than punish, plagiarizing students. Iantosca then closes the paper with a brief consideration of the pedagogical implications of this argument.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 5","pages":"668-691"},"PeriodicalIF":1.0,"publicationDate":"2023-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138509948","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":"Resisting Epistemic Injustice: The Responsibilities of College Educators at Historically and Predominantly White Institutions","authors":"Caitlin Murphy Brust,&nbsp;Rebecca M. Taylor","doi":"10.1111/edth.12593","DOIUrl":"10.1111/edth.12593","url":null,"abstract":"<p>In this paper, Caitlin Murphy Brust and Rebecca Taylor examine the responsibilities of college educators to resist conditions of epistemic injustice within their institutions. Pedagogy alone cannot bring about epistemic justice in higher education, for no individual epistemic agent can single-handedly transform their epistemic environment. The roots of such injustices are structural and thus require structural interventions. However, college educators do retain some agency to engage in epistemic resistance. Brust and Taylor argue that they can and should take steps to foster just relations within the epistemic communities of their classrooms — calling for pedagogy that both recognizes the unjust features of the broader epistemic environment and responds to the unique forms of epistemic injustice that manifest in the classroom, with particular attention to seminar-style courses.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 4","pages":"551-571"},"PeriodicalIF":1.0,"publicationDate":"2023-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12593","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135056163","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":"Toward Pedagogical Justice: Teaching Worlds that we can Collectively Build","authors":"Chrissy A. Z. Hernandez,&nbsp;Sheeva Sabati,&nbsp;Ethan Chang","doi":"10.1111/edth.12591","DOIUrl":"10.1111/edth.12591","url":null,"abstract":"<p>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) <i>Enter,</i> or how their learnings from previous teaching experiences shape praxis through the pauses, recalibrations, and persistent questions they provoke; (2) how they <i>Open</i> and create space in their classrooms through rituals and routines, and toward what ends; and finally, (3) how they aim to <i>Build</i> 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.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 4","pages":"572-592"},"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}

{"title":"Decolonial Pedagogy Against the Coloniality of Justice","authors":"Nelson Maldonado-Torres,&nbsp;Xamuel Bañales,&nbsp;Leece Lee-Oliver,&nbsp;Sangha Niyogi,&nbsp;Albert Ponce,&nbsp;Zandi Radebe","doi":"10.1111/edth.12596","DOIUrl":"10.1111/edth.12596","url":null,"abstract":"<p>This article explores the darker side of appeals to justice and social justice within liberal settings, particularly the US academy, where these terms are frequently mobilized to counter decolonial knowledge formations and aspirations. The authors draw from Frantz Fanon's critique of justice in colonial settings to demonstrate ways in which the coloniality of justice appears in the context of debates regarding the design and implementation of an Ethnic Studies requirement at the California State University and the California Community College Systems. They view the decolonial pedagogy and epistemology of Ethnic Studies as an important dimension of the search for decolonial justice.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 4","pages":"530-550"},"PeriodicalIF":1.0,"publicationDate":"2023-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135051806","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":"A Theory of Planetary Social Pedagogy","authors":"Arto O. Salonen,&nbsp;Erkka Laininen,&nbsp;Juha Hämäläinen,&nbsp;Stephen Sterling","doi":"10.1111/edth.12588","DOIUrl":"10.1111/edth.12588","url":null,"abstract":"<p>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 <i>planetary social pedagogy</i> (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.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 4","pages":"615-637"},"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}

{"title":"On Justice, Pedagogy, and Decolonial(Izing) Praxis","authors":"Catherine E. Walsh","doi":"10.1111/edth.12592","DOIUrl":"10.1111/edth.12592","url":null,"abstract":"<p>This paper goes beyond — transcends — “pedagogy as justice,” recognizing that justice, particularly in these present times, may not be enough. Its wager is with <i>pedagogies of and for life</i>; pedagogies that plant and cultivate, that push and enable other modes of living, despite the capitalist-modern-colonial-racist system, beyond the system, and in the system's margins, borders, fissures, and cracks. These pedagogies, as Catherine Walsh argues here, are necessarily tied to and constitutive of decolonial(izing) praxis, a praxis that, while not negating justice, takes us beyond it. The argument here is for the pedagogical-praxistical work being done now, and yet to be done; the actional thought, thoughtful action, and ongoing creation and construction of an otherwise <i>for</i> existence, <i>for</i> dignity, and <i>for</i> life in these times of multiple entwined pandemic-viruses, including capitalist greed, systemic racism, heteropatriarchy, and existential-territorial dispossession in which COVID is/was one more thread of the entwine.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 4","pages":"511-529"},"PeriodicalIF":1.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135052765","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":"Beyond Personalization: Embracing Democratic Learning Within Artificially Intelligent Systems","authors":"Natalia Kucirkova,&nbsp;Sandra Leaton Gray","doi":"10.1111/edth.12590","DOIUrl":"10.1111/edth.12590","url":null,"abstract":"<p>This essay explains how, from the theoretical perspective of Basil Bernstein's three “conditions for democracy,” the current pedagogy of artificially intelligent personalized learning seems inadequate. Building on Bernstein's comprehensive work and more recent research concerned with personalized education, Natalia Kucirkova and Sandra Leaton Gray suggest three principles for advancing personalized education and artificial intelligence (AI). They argue that if AI is to reach its full potential in terms of promoting children's identity as democratic citizens, its pedagogy must go beyond monitoring the technological progression of personalized provision of knowledge. It needs to pay more careful attention to the democratic impact of data-driven systems. Kucirkova and Leaton Gray propose a framework to distinguish the value of personalized learning in relation to pluralization and to guide educational researchers and practitioners in its application to socially just classrooms.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":"73 4","pages":"469-489"},"PeriodicalIF":1.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12590","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135053038","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}