{"title":"激进匮乏、教育和民粹主义共同修复后的工具性","authors":"Atif Abdellatif","doi":"10.26881/ae.2021.18.08","DOIUrl":null,"url":null,"abstract":"This contribution refuses two positions: one defends education against\n instrumentality, and the other reduces education to a political instrument.\n Alternatively, it recognizes instrumentality as precarious but necessary.\n Thus, with focus on populist articulations, education is instrumentalized as\n a demand to fix the people's incompleteness. However, both education and the\n people are lacking totalities, and it is through their articulation as\n prosthetic bodies one to the other that they help each other to be, however\n without fully being ","PeriodicalId":33202,"journal":{"name":"Ars Educandi","volume":"170 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Instrumentality after Radical Lack, Education, and Populism as\\n Co-Prosthetic\",\"authors\":\"Atif Abdellatif\",\"doi\":\"10.26881/ae.2021.18.08\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This contribution refuses two positions: one defends education against\\n instrumentality, and the other reduces education to a political instrument.\\n Alternatively, it recognizes instrumentality as precarious but necessary.\\n Thus, with focus on populist articulations, education is instrumentalized as\\n a demand to fix the people's incompleteness. However, both education and the\\n people are lacking totalities, and it is through their articulation as\\n prosthetic bodies one to the other that they help each other to be, however\\n without fully being \",\"PeriodicalId\":33202,\"journal\":{\"name\":\"Ars Educandi\",\"volume\":\"170 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-11-14\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Ars Educandi\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.26881/ae.2021.18.08\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ars Educandi","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.26881/ae.2021.18.08","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Instrumentality after Radical Lack, Education, and Populism as
Co-Prosthetic
This contribution refuses two positions: one defends education against
instrumentality, and the other reduces education to a political instrument.
Alternatively, it recognizes instrumentality as precarious but necessary.
Thus, with focus on populist articulations, education is instrumentalized as
a demand to fix the people's incompleteness. However, both education and the
people are lacking totalities, and it is through their articulation as
prosthetic bodies one to the other that they help each other to be, however
without fully being