Educational Philosophy and Theory最新文献

{"title":"The traumatic aspect of naming: Psychoanalysis and the Freirean subject of (class) antagonism","authors":"Alex J. Armonda","doi":"10.1080/00131857.2023.2268263","DOIUrl":"https://doi.org/10.1080/00131857.2023.2268263","url":null,"abstract":"AbstractDeploying a Lacanian conceptual framework, this article interrogates the psychoanalytic underpinnings of Paulo Freire’s dialogical method of critical pedagogy. The paper advances the claim that the transformative efficacy of Freirean dialogue is rooted in its unique ability to confront and engage the repressed element of trauma, or what Lacan calls the real. The author suggests that the locus of trauma stands as the elusive, yet central and constitutive axis around which Freire’s dialogical engagement turns. Following psychoanalysis’ attention to biography, the paper first examines how Freire’s personal experience of exile informs his philosophical orientation to being, politics, and education. Turning to a specific classroom event Freire outlines in Pedagogy of Hope, the paper then develops a new interpretation of Freire’s idea of naming, and through Lacanian analysis, extends Freire’s insight on the relationship between psyche, ideology, and social antagonism. Pushing the idea of class subjectivity in Freire beyond its familiar determinants (namely as an ‘identity’), the paper resituates the notion of radical subjectivity in critical pedagogy as the effect of a traumatic loss or gap in the sociosymbolic order of being. The author argues that the ‘naming event’ in Freire is formally rooted in an encounter with this unconscious gap. To conclude, the paper offers critical educators some new points of departure for conceptualizing the transformative labor of problem-posing dialogue.Keywords: Paulo FreireLacanian theorycritical pedagogypsychoanalysisdialogueproblem-posing pedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 I refer here to Freire’s (Citation2000) notable remark in Pedagogy of the Oppressed: “The oppressed are regarded as the pathology of the healthy society… The truth is, however, that the oppressed are not ‘marginals,’ are not people living ‘outside’ society. They have always been ‘inside’—inside the structure which made them ‘beings for others’” (p. 74).2 This section builds on an argument advanced in a previously published article (see Armonda, Citation2022).3 For Zupančič (Citation2017), a word with consequences is a “word that gives us access to reality in a whole different way… [it] reveals a hitherto invisible dimension of social reality, and gives us tools to think it” (p. 139).4 Freire (Citation2001) later provides another clue to what he means by “cunning,” referring to it as a form of “unconscious connivance” with the dominant social order (p. 78).5 Or, “as Freud put it succinctly, psychoanalysis would only be possible in the condition where it would no longer be needed” (Žižek, Citation2022, p. 127). Similarly, if critical pedagogy were possible, we would no longer be living in a world defined by oppression.Additional informationNotes on contributorsAlex J. ArmondaAlex J. Armonda, Ph.D., currently serves as an Assistant Professor of Practice at the University of Texa","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135800521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"John Cage and the aesthetic pedagogy of chance & silence","authors":"Nathaniel Woodward","doi":"10.1080/00131857.2023.2261618","DOIUrl":"https://doi.org/10.1080/00131857.2023.2261618","url":null,"abstract":"The composer, author, and teacher, John Cage, was exercised by our ‘inability’ to truly listen when approaching sound. In exploring the influences on Cage’s avant-garde style, specifically the spiritual discipline found in both Zen Buddhism and Chance operations, this paper attempts to distinguish his philosophy (and use) of silence and chance as an aesthetic pedagogy. In accordance with Dewey’s aesthetic theory and Shusterman’s Somaesthetics, resolving the inability to listen is aesthetically conceived as somatic ‘attuning’ to the occurrence of chance sounds in the ambience of the world. By maintaining Cage’s spiritually informed approach as a compositional framework, this paper highlights how his philosophy of silence is pedagogically illustrative of the active engagement we can have with the world. This approach is most apparent in Cage’s 4’33”, where the ‘musicalizing’ of everyday sounds erodes the boundaries between art and life, creating a continuity with the world. Somewhat problematically, Cage attempted to make this possible by channelling experience into a state of immersion, unifying art and life by ‘letting go’ of subjectivity. But as is shown by the Fluxus artists who were inspired by Cage’s teachings, the possibility for negotiating Cage’s terms brings with it an opportunity to theoretically reflect on the educational processes that underpin Cage’s approach to sound.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134975935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond situational meaning: From Dewey’s aesthetic experience to sensuous abstraction for deep learning","authors":"Qing Archer Zhang","doi":"10.1080/00131857.2023.2261619","DOIUrl":"https://doi.org/10.1080/00131857.2023.2261619","url":null,"abstract":"AbstractThis paper seeks to introduce a meaning-making process called ‘sensuous abstraction’ as one approach to aesthetic experience in line with Dewey’s philosophy. Dewey highlights aesthetic experience as the best form of experience that integrates emotional and intellectual qualities to foster deep learning and insights. Building on contemporary research on sensation, affect, and human brain, this paper identifies two distinct modes of human understanding: the linguistic/conceptual system and the sensuous-imaginative system. The former, often associated with abstraction and intellectual thinking, is heavily emphasized in traditional schooling, but the latter, integral to human cognition, is sadly neglected and overlooked. While situational meaning offers a way to bridge the two systems, it often falls short of leading to aesthetic experience. In response, sensuous abstraction can promote a process of meaning making that becomes more general than sensation but never as general as linguistic categories while maintaining its sensory wholeness as aesthetic experience demands. Using a classical artwork as an example, this paper concludes sensuous abstraction can be adopted as one approach for educators to create learning experiences by integrating sensory experience and generalizations and abstractions that lead to aesthetic experience.Keywords: Aesthetic experienceJohn Deweysensuous abstractionsituational meaning Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsQing Archer ZhangQing Archer Zhang PhD in Learning, Literacies, and Technologies from Mary Lou Fulton Teachers College at Arizona State University. Currently she works at the intersection of human learning, experience design, and media studies.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Illuminating proximate ambivalence: Affect, body, and space in COVID-19 digitally-mediated teaching and learning","authors":"Paul E. Bylsma, Riyad A. Shahjahan","doi":"10.1080/00131857.2023.2261620","DOIUrl":"https://doi.org/10.1080/00131857.2023.2261620","url":null,"abstract":"AbstractWe offer the concept of proximate ambivalence to highlight the ambiguity inherent in the social and spatial relations of higher education’s digitally-mediated teaching and learning that replaced in-person seminars during the COVID-19 pandemic. By proximate ambivalence, we refer to one’s simultaneous proximity and distance in relation to an object, person, or space. We employ affect theories (i.e. collective bodies and affective atmospheres) and affective methodology—grounding our analysis in our lived experiences as illustrative examples—to demonstrate how proximate ambivalence manifests. We first show how proximate ambivalence manifested as digital technologies facilitated and disrupted collective bodies’ emergence. Second, we illuminate how proximate ambivalence materialized as affective atmospheres changed while differentiated spaces and the transitions therein faded. We argue that proximate ambivalence helps reveal interconnections between affect, bodies, and space in digitally-mediated teaching and learning.Keywords: Affect theoryhigher educationdigitallymediated teaching and learningaffective atmospheres Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 By ‘digitally-mediated teaching and learning,’ we primarily reference the wholesale shift in U.S. higher education from in-person learning to synchronous online learning in response to COVID-19. As such, our use of ‘digital’ refers to the various iterations of online/virtual teaching and learning replacing in-person seminars. Our use of ‘digitally-mediated teaching and learning’ does not refer to university courses that were designed to be offered online or courses offered in an in-person or hybrid setting enhanced by digital technologies.2 Given that our analysis is grounded in our own experiences, our social identities fundamentally limit how we theorize a normative body. As such, this analysis is constrained by our entanglement in a digital setting through bodies that emerge as cis-gendered, able-bodied, white and of color. Thus, our explication of proximate ambivalence in a digital setting may be more recognizable to those whose bodies emerge similarly. However, proximate ambivalence may be a recognizable phenomenon for the dis/abled in an in-person setting. For example, the hard of hearing may be physically close to their classmates but challenges with audible conversation may create great distances. Although our analysis emphasizes digital technology’s propensity to reduce (able-)bodies’ affective capacities, digital technology may also increase the dis/abled bodies’ digitally-mediated affective presence by accommodating challenges with sight, hearing, and mobility.3 As mentioned previously, despite Ahmed’s use of ‘emotion’ rather than ‘affect,’ we find Ahmed’s theorizing to be generative and relevant in informing our affective analysis. We join others in developing an affect theoretical framework that builds on Ahmed’s work (see Kjær, C","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135385889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mobility and immobility during COVID-19: A narrative inquiry into the wellness of international high school students in Canada","authors":"Yan Guo, Yingling Lou, Erin Spring","doi":"10.1080/00131857.2023.2257867","DOIUrl":"https://doi.org/10.1080/00131857.2023.2257867","url":null,"abstract":"Through the conceptual and analytical lens of intersectionality, this article explores the wellness of international high school students (IHSS) in Canada during COVID-19. Two research questions guided this study: 1) What does wellness mean to IHSS? and 2) How did the pandemic impact their wellness? We employed narrative inquiry as our methodology and the three commonplaces of narrative inquiry—temporality, sociality, and place—set dimensions for our inquiry. In-depth interviews were conducted with thirty IHSS from 11 different countries and two focus groups with international student coordinators in a public schoolboard in Western Canada. Our research reveals that transnational mobility and pandemic-induced immobility clashed and compounded to generate new layers of understanding of wellness for IHSS through their lived experiences. Anchoring in participants’ understanding of wellness as something that allows one to utilize potentials and thrive in life, we analyzed the impacts of transnational mobility and immobility on their physical, social, mental, and emotional wellness. Our findings show that the immobility incurred by COVID lockdowns crippled an extensive range of learning opportunities for accumulating the intellectual, social, and cultural capitals that IHSS wished to pursue through transnational mobility. It also accentuated and compounded the challenges associated with transnational mobility, which were manifested in social, emotional, mental, and physical dimensions. Implications of the study include practical recommendations for developing educational strategies, resources, and policies at the micro, meso, and macro levels to better support IHSS.","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135814267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ethics and educational technology: Reflection, interrogation, and design as a framework for practice,","authors":"Yujie Huang","doi":"10.1080/00131857.2023.2255370","DOIUrl":"https://doi.org/10.1080/00131857.2023.2255370","url":null,"abstract":"","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135982125","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers taking spiritual turns: A practice-centred approach to educators and spirituality via Michel Foucault","authors":"Remy Yi Siang Low","doi":"10.1080/00131857.2023.2252579","DOIUrl":"https://doi.org/10.1080/00131857.2023.2252579","url":null,"abstract":"","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49306597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"To have or to Be - Reimagining the focus of education for sustainable development","authors":"Qudsia Kalsoom","doi":"10.1080/00131857.2023.2246639","DOIUrl":"https://doi.org/10.1080/00131857.2023.2246639","url":null,"abstract":"","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45168288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Alternative University: Lessons from Bolivarian Venezuela","authors":"Raia Apostolova, M. Ivancheva","doi":"10.1080/00131857.2023.2241622","DOIUrl":"https://doi.org/10.1080/00131857.2023.2241622","url":null,"abstract":"","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41939565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Matthew Lipman and Ann Margaret Sharp. Philosophy for Children’s Educational RevolutionRoberto Franzini Tibaldeo, Springer, 2023, 103 pp., USD 42.49 (e-book), ISBN 9783031241482","authors":"J. Oliveira","doi":"10.1080/00131857.2023.2244151","DOIUrl":"https://doi.org/10.1080/00131857.2023.2244151","url":null,"abstract":"","PeriodicalId":47832,"journal":{"name":"Educational Philosophy and Theory","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48808306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}