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Thông thường, hệ thống chính trị được coi là hiển nhiên, và giáo dục được hình dung như một công cụ cho sự ổn định và hội nhập xã hội. Nhiều cuộc thảo luận hiện đại về giáo dục công dân và dân chủ ở thế giới phương Tây phản ánh xu hướng này. Trong bài viết, tôi lập luận rằng, để hình dung tiềm năng xã hội - chính trị của giáo dục, chúng ta cần hiểu rõ hơn về dân chủ dưới góc nhìn chính trị. Điều này có nghĩa là dân chủ không thể được xem là hình thức sống chung (Dewey), cũng như một mô hình để xử lý các quan điểm sống khác nhau (chủ nghĩa tự do chính trị theo Rawls và Gutmann). Một lựa chọn thứ ba là khái niệm của Gert Biesta về sự chủ thể hóa dân chủ. Mặc dù Biesta xác định các xu hướng phi chính trị trong các chính sách giáo dục công dân, tôi lập luận rằng lựa chọn của ông vẫn chưa đủ tính chính trị. Điều thiếu sót trong Biesta chính là sự chú ý rõ ràng đến các nguyên nhân chính trị và loại hình hoạt động tập thể định nghĩa một nền dân chủ: việc tạo ra luật pháp, chuẩn mực và thể chế của chính mình. Khả năng của tập thể để đặt câu hỏi và tự quản lý được nhấn mạnh bởi khái niệm \"dự án tự chủ\" của Cornelius Castoriadis.","Even though the interrelationship between education and democratic politics is as old as democracy itself, it is seldom explicitly formulated in the literature. Most of the time, the political system is taken as a given, and education conceptualized as an instrument for stability and social integration. Many contemporary discussions about citizenship education and democracy in the Western world mirror this tendency. In the paper, I argue that, in order to conceptualise the socio-political potential of education we need to understand democracy in more political terms. This means that democracy can neither be seen primarily as a mode of associated living (Dewey), nor a model for handling different life-views (political liberalism à la Rawls and Gutmann). A third alternative is Gert Biesta’s notion of democratic subjectification. Even though Biesta identifies depoliticising trends in citizenship education policies, I argue that his alternative still fails to be a sufficiently political alternative. What is lacking in Biesta is the explicit attention to political causes and the kind of collective activities that define a democracy: the creation of one’s own laws, norms and institutions. This capacity of the collective to question and govern itself is put in relief by Cornelius Castoriadis’s notion of “the project of autonomy”.",{"EN":212,"VI":213},"Democracy, Education and the Need for Politics","Dân Chủ, Giáo Dục và Nhu Cầu về Chính Trị",{"VOID":215},"[\"7501026773243984162\"]",{"VI":217},"dân chủ, giáo dục, chính trị, công dân, chủ thể hóa dân chủ",{"VOID":219},"10.1007\u002Fs11217-015-9465-4","PUBLICATION","VERIFIED","2024-04-29T18:13:25.048+00:00","Auto Verify",[225],"VI","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11217-015-9465-4",[228],{"id":229,"sortIndex":21,"researcher":20,"roles":230,"affiliations":232,"properties":241,"displayName":243,"givenName":20,"familyName":20},"9beba451-12a6-41ce-9b83-3e547be96d63",[231],"AUTHOR",[233],{"id":234,"sortIndex":21,"affiliation":235,"properties":20},"aa352316-e360-4876-b5b3-242c2ebdec0a",{"id":234,"createTime":20,"updateTime":20,"relativeEntities":236,"slug":20,"properties":237,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":240,"statistic":20},[],{"title":238},{"VI":239},"Reference and Research Section, Library of the Humanities and the Social Sciences, Oslo University Library, Oslo, Norway",[],{"title":242,"gsAuthor":244},{"VI":243},"Ingerid S. 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The human condition. Chicago: Chicago University Press.",{},{"id":318,"text":319,"url":320,"identifiers":321},"4c68646b-0035-4279-8000-0006b275d4fa","Biesta, G.J.J. 2003. Demokrati – ett problem för utbildning eller ett utbildningsproblem? Utbildning & demokrati 12(1): 59–80.","https:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs10440-022-00541-7",{"doi":322},"10.1007\u002Fs10440-022-00541-7",{"id":318,"text":324,"url":320,"identifiers":325},"Biesta, G.J.J. 2005. Against learning. Reclaiming a language for education in an age of learning. Nordic Educational Research 25(1): 54–66.",{"doi":322},{"id":20,"text":327,"url":20,"identifiers":328},"Biesta, G.J.J. 2006. Beyond learning. Democratic learning for a human future. Boulder Co: Paradigm.",{},{"id":318,"text":330,"url":320,"identifiers":331},"Biesta, G.J.J. 2007. Education and the democratic person: Towards a political conception of democratic education. 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Norsk pedagogisk tidsskrift 88(2–3): 205–218.",{"doi":322},{"id":318,"text":345,"url":320,"identifiers":346},"Börhaug, K. 2005. Voter Education. The political education of Norwegian lower secondary schools. Utbildning och Demokrati 14(3): 51–73.",{"doi":322},{"id":318,"text":348,"url":320,"identifiers":349},"Böyum, S. 2008. What is a political theory of education? Nordisk Pedagogik 27(1): 30–38.",{"doi":322},{"id":318,"text":351,"url":320,"identifiers":352},"Carr, W., and A. Hartnett. 1996. Education and the Struggle for Democracy. The politics of educational ideas. Buckingham\u002FPhiladelphia: Open University Press.",{"doi":322},{"id":20,"text":354,"url":20,"identifiers":355},"Castoriadis, C. (1987). The imaginary institution of society (trans: Blamey, K.). Cambridge: MIT press.",{},{"id":318,"text":357,"url":320,"identifiers":358},"Castoriadis, C. (1991a). The Greek Polis and the Creation of Democracy. In Philosophy, politics, autonomy (translated and edited by: Curtis, D.A.). (pp. 81–123). New York: Oxford University Press.",{"doi":322},{"id":20,"text":360,"url":20,"identifiers":361},"Castoriadis, C. (1991b). Power, politics, autonomy. In Philosophy, politics, autonomy (translated and edited by: Curtis, D.A.). (pp. 143–174). New York: Oxford University Press.",{},{"id":318,"text":363,"url":320,"identifiers":364},"Castoriadis, C. 1997. Democracy as procedure and democracy as regime. Constellations 4(1): 1–18.",{"doi":322},{"id":20,"text":366,"url":20,"identifiers":367},"Castoriadis, C. (2010). A society adrift: interviews and debates 1974–1997, ed. Escobar, E., Gondicas, M., Vernay, P., (trans: Arnold, H.). New York: Fordham University press.",{},{"id":20,"text":369,"url":20,"identifiers":370},"Cusset, F. 2003. French theory: Foucault, Derrida, Deleuze & Cie et les mutations de la vie intellectuelle aux États-Unis. Paris: Découverte.",{},{"id":20,"text":372,"url":20,"identifiers":373},"Dewey, J. 1997. Democracy and education. An introduction to the philosophy of education. New York: Simon and Schuster.",{},{"id":20,"text":375,"url":376,"identifiers":377},"Dewey, J. (nd) Creative democracy: The task before us https:\u002F\u002Fwww.aacu.org\u002Fmeetings\u002Fannualmeeting\u002FAM13\u002Fdocuments\u002FWyeReadingsDewey_CreativeDemocracy.pdf.","https:\u002F\u002Fwww.aacu.org\u002Fmeetings\u002Fannualmeeting\u002FAM13\u002Fdocuments\u002FWyeReadingsDewey_CreativeDemocracy.pdf",{},{"id":20,"text":379,"url":376,"identifiers":380},"Dewey John: The later works 1925–1954, Vol. 14, electronic version https:\u002F\u002Fwww.aacu.org\u002Fmeetings\u002Fannualmeeting\u002FAM13\u002Fdocuments\u002FWyeReadingsDewey_CreativeDemocracy.pdf.",{},{"id":20,"text":382,"url":20,"identifiers":383},"Gutmann, A. 1999. Democratic education, 2nd ed. New Jersey: Princeton University Press.",{},{"id":318,"text":385,"url":320,"identifiers":386},"Gutmann, A. 1987. Democratic education. New Jersey: Princeton University Press.",{"doi":322},{"id":318,"text":388,"url":320,"identifiers":389},"Habermas, J. 1995. Reconciliation through the public use of reason: Remarks on John Rawls’s political liberalism. The Journal of Philosophy 92(3): 109–131.",{"doi":322},{"id":20,"text":391,"url":20,"identifiers":392},"Hansen, M.H.H. (1991). The Athenian democracy in the age of Demosthenes: structure, principles, and ideology (trans: Crook J.A.). Oxford: Blackwell.",{},{"id":318,"text":394,"url":320,"identifiers":395},"Heater, D. 2004. A history of education for citizenship. London: Routledge.",{"doi":322},{"id":20,"text":397,"url":20,"identifiers":398},"Masschelein, J., and P. Simons. 2008. The governmentalization of learning and the assemblage of a learning apparatus. Educational Theory 58(4): 391–415.",{},{"id":318,"text":400,"url":320,"identifiers":401},"Masschelein, J., and P. Simons. 2002. An adequate education in a globalized world? A note on immunization against being-together. Journal of Philosophy of Education 36(4): 565–584.",{"doi":322},{"id":318,"text":403,"url":320,"identifiers":404},"Mouffe, C. 2005. The return of the political. London: Verso.",{"doi":322},{"id":20,"text":406,"url":20,"identifiers":407},"Mouffe, C. 2006. On the political. London\u002FNew York: Routledge.",{},{"id":318,"text":409,"url":320,"identifiers":410},"Ober, J. 2008. Democracy and knowledge. Innovation and learning in classical Athens. Princeton, NJ: Princeton University Press.",{"doi":322},{"id":318,"text":412,"url":320,"identifiers":413},"Papastephanou, M. 2008. Philosophical presuppositions of citizenship education and political liberalism. In The Sage handbook of education for citizenship and democracy, ed. J. Arthur, I. Davies, and C. Hahn, 40–56. Los Angeles: Sage.",{"doi":322},{"id":318,"text":415,"url":320,"identifiers":416},"Papastephanou, M. 2014. To mould or to bring out? Human nature, anthropology and educational utopianism. Ethics and Education 9(2): 157–175.",{"doi":322},{"id":318,"text":418,"url":320,"identifiers":419},"Pérez Expósito, L. 2014. Rethinking political participation: A pedagogical approach for citizenship education. Theory and Research in Education 12(2): 229–251.",{"doi":322},{"id":421,"text":422,"url":423,"identifiers":424},"73e41faf-a161-4cd9-80e0-2dce3653c1ca","Rancière, J. 2006. Hatred of democracy. London\u002FNew York: Verso.","https:\u002F\u002Fwww.goodreads.com\u002Fbook\u002Fshow\u002F387896.Hatred_of_Democracy",{"isbn":425,"isbn13":426},"1844670988","9781844670987",{"id":20,"text":428,"url":20,"identifiers":429},"Ravitch, D., and J. Viterittis. 2001. Introduction. In Making good citizens, ed. D. Ravitch, and J. Viterittis, 1–14. New Haven: Yale University Press.",{},{"id":318,"text":431,"url":320,"identifiers":432},"Rawls, J. 2005. Political liberalism. Expanded edition. New York: Columbia University Press.",{"doi":322},{"id":20,"text":434,"url":20,"identifiers":435},"Ruitenberg, C. 2010a. Conflict, affect and the Political: On disagreement as democratic capacity. Factis Pax 4(1): 40–55.",{},{"id":318,"text":437,"url":320,"identifiers":438},"Ruitenberg, C. 2010b. Learning to articulate: from ethical motivation to political demands. In Philosophy of education 2010, ed. G. Biesta, 372–380. Urbana, Il: Philosophy of Education Society.",{"doi":322},{"id":20,"text":440,"url":20,"identifiers":441},"Spring, J. (1980). Frigörelsens pedagogik. En grundbok. Stockholm: Federativs. Translated from the English: A primer of libertarian education [1975].",{},{"id":318,"text":443,"url":320,"identifiers":444},"Stitzlein, S.M. 2011. Teaching for dissent. Citizenship education and political activism. Boulder Colorado: Paradigm Press.",{"doi":322},{"id":20,"text":446,"url":20,"identifiers":447},"Straume, I. 2010. Politikken og det imaginære. Cornelius Castoriadis' bidrag til et politisk danningsbegrep. Doctoral dissertation, The Faculty of Educational Sciences, University of Oslo.",{},{"id":20,"text":449,"url":20,"identifiers":450},"Wolin, S.S. 2004. Politics and vision. Continuity and innovation in Western political thought (expanded version). New Jersey: Princeton University Press.",{},false,{"id":453,"createTime":454,"updateTime":455,"relativeEntities":456,"slug":457,"properties":458,"entityType":220,"verifyStatus":221,"verifyTime":469,"verifyNote":223,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":470,"fullTextUrl":20,"authors":471,"publicationType":246,"publisherRelationship":502,"citationCount":20,"citationInfo":20,"publishDate":561,"publishYear":562,"citationAnalyzeStatus":563,"lastCitationAnalyze":455,"indexDatabases":564,"openAccess":20,"references":20,"isForceReanalyzing":451},"69134d32-1d34-44b2-8180-f6c2b3bcfb23","2023-12-25T07:48:42.702+00:00","2026-08-17T16:20:37.511+00:00",[],"To-Ask-Questions-of-the-Universe-Confronting-Habitus-for-Racial-Equity-with-Descriptive-Inquiry",{"abstract":459,"title":461,"gsPaper":463,"references":465,"doi":467},{"EN":460},"This paper is premised on the understanding that racism is deeply and widely entrenched in our culture and the ethical claim that we operate within complex networks of habituated practices. Within this framework, we ask how do we disrupt these calcified, complex, and racist ways of being? Specifically, we explore how teachers are habituated into particular ways of seeing and acting. We argue generally that conscious cultivation can promote greater equity and specifically that changing teacher talk is a necessary part of this cultivation if racist norms are to be disrupted and replaced with more equitable ways of seeing in schools. In making this argument, we draw on a practice, Descriptive Inquiry, to cultivate more equitable talk and describe how it led to changes in four urban public schools.",{"EN":462},"To Ask Questions of the Universe: Confronting Habitus for Racial Equity with Descriptive Inquiry",{"VOID":464},"[]",{"VOID":466},"Alexander, Michelle. 2012. The New Jim Crow: Mass Incarceration in the Age of Colorblindness. Revised. New York: New Press.\nAscenzi-Moreno, L., C. M. Espinosa, S. Ferholt, M. Loeb, B. Lugo-Salcedo, and C. Traugh. 2008. Profiles and perspectives: learning through descriptive inquiry at the cypress hills community school. Language Arts 85 (5): 392–400.\nBaines, Janice, Carmen Tisdale, and Susi Long. 2018. We’ve Been Doing It Your Way Long Enough: Choosing the Culturally Relevant Classroom. Language and Literacy Series. New York, London: Teachers College Press.\nBaldwin, James. 1963. A Talk to Teachers. Saturday Review. https:\u002F\u002Fwww.spps.org\u002Fcms\u002Flib010\u002FMN01910242\u002FCentricity\u002FDomain\u002F125\u002Fbaldwin_atalktoteachers_1_2.pd.\nBourdieu, Pierre. 2008. The Logic of Practice. Reprinted. Stanford, Calif: Stanford Univ. Press\nBoutte, Gloria, and Nathaniel Bryan. 2019. When will black children be well? Interrupting anit-black violence in early childhood classrooms and schools. Contemporary Issues in Early Childhood unassigned. 1–12.\nBrown, Brené. Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead, 2015. http:\u002F\u002Fjeffco.axis360.baker-taylor.com\u002FTitle?itemid=0010971012.\nCoates, Ta-Nehisi. 2017. We Were Eight Years in Power: An American Tragedy, First edition. New York: One World.\nCole, Ardra L. 1997. Impediments to reflective practice: toward a new Agenda for research on teaching. Teachers and Teaching: Theory and Practice 3 (1): 7–27.\nConnor, David J. 2017. Who is responsible for the racialized practices evident within (special) education and what can be done to change them. Theory into Practice 56 (3): 226–233.\nCraig, Cheryl J. 2014. From stories of staying to stories of leaving: a US beginning teacher’s experience. Journal of Curriculum Studies 46 (1): 81–115.\nDewey, John. 2007. Human Nature and Conduct an Introduction to Social Psychology. New York: Cosimo.\nDiAngelo, Robin J. 2018. White Fragility: Why It’s so Hard for White People to Talk about Racism. Boston: Beacon Press.\nDillard, Cynthia B. 2012 Learning to (Re)Member the Things We’ve Learned to Forget: Endarkened Feminisms, Spirituality, & the Sacred Nature of (Re)Search & Teaching. Black Studies & Critical Thinking, v. 18. New York: Peter Lang\nEmily, Gasoi, Abby Hare, Norah Malloney, and Hanna-Stevens. Morin. 2016. Professional development of by, and for the practitioners of the washington teachers inquiry group. Schools Studies in Education. 13 (2): 273–293.\nFennimore, Beatrice S. 2016. Say that the river turns: social justice intentions in progressive public school classrooms. Occasional Papers Series 35: 61–74.\nFennimore, Beatrice S. 1997. The Essential Works of Michel Foucault, 1954–1984. Translated by Paul Rabinow and James D Faubion. New York: New Press.\nFerguson, Ann Arnett. 2001. Bad Boys: Public Schools in the Making of Black Masculinity. 1st pbk. ed. Law, Meaning, and Violence. Ann Arbor: University of Michigan Press.\nFoucault, Michel. 2001. Fearless Speech. Translated by Joseph Pearson. Los Angeles, Ca[lif.]: Semiotext(e) : [Distributed by MIT Press]\nFrank, Jeff. 2018. Teaching is oppositional: on the importance of supporting experimental teaching during student teaching. Studies in Philosophy and Education 37 (5): 499–512.\nFrank, Toya Jones, Marvin G. Powell, Jenice L. View, Christina Lee, Jay A. Bradley, and Asia Williams. 2021. Exploring racialized factors to understand why black mathematics teachers consider leaving the profession. Educational Researcher. https:\u002F\u002Fdoi.org\u002F10.3102\u002F0013189X21994498.\nFreire, Paulo. 2018 Pedagogy of the Oppressed. 30th anniversary ed. New York: Continuum, 2000.\nFurman, Cara. 2018. Descriptive inquiry: cultivating practical wisdom with teachers. Teachers and Teaching: Theory and Practice 24 (5): 559–7.\nFurman, Cara E. 2019. Descriptive inquiry: care of the principal self. Ethics and Education 14 (3): 298–315. https:\u002F\u002Fdoi.org\u002F10.1080\u002F17449642.2019.1617390.\nFurman, Cara E., and Cecelia Traugh. 2021. Descriptive Inquiry in Teacher Practice: Cultivating Practical Wisdom to Create Democratic Schools. New York: Teachers College Press.\nGlaude, Eddie S. 2008. In a Shade of Blue: Pragmatism and the Politics of Black America. Chicago [Ill.]; London: University of Chicago Press.\nHartman, Saidiya V. 1997 Scenes of Subjection: Terror, Slavery, and Self-Making in Nineteenth-Century America. Race and American Culture. New York: Oxford University Press\nHimley, Margaret, and Patricia F. Carini, eds. 2000. From Another Angle: Children’S Strengths and School Standards: The Prospect Center’S Descriptive Review of The Child. New York: Practitioner Inquiry Teachers College Press.\nHubbard, Ruth Shagoury, Brenda Miller Power. 1993. The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. Portsmouth, N.H: Heinemann\nIfe, Fahima I. 2017. Perhaps a black girl rolls her eyes because it’s one way she attempts to shift calcified pain throughout her body. Occasional Papers Series. 2017 (38): 29–35.\nJervis, Kathe. 1996. “How come there are no brothers on that list?”: hearing the hard questions all children ask. Harvard Educational Review 66 (3): 546–577.\nJones, Denisha, and Jesse Hagopian, 2020. eds. Black Lives Matter at School: An Uprising for Educational Justice. Chicago, Illinois: Haymarket Books.\nKendi, Ibram X. 2017. Stamped from the Beginning the Definitive History of Racist Ideas in America. New York, N.Y: Bold Type Books.\nKendi, Ibram X. 2019. How to Be an Antiracist, 1st ed. New York: One World.\nLamboy, Lily, Ashley Taylor, and Winston Thompson. 2020. Paternalistic aims and (mis)attributions of agency: what the over-punishment of black girls in us classrooms teaches us about just school discipline. Theory and Research in Education. 18 (1): 59–77.\nLeafgren, Sheri. 2018. The disobedient professional: applying a nomadic imagination toward radical non-compliance. Contemporary Issues in Early Childhood Education 19 (2): 187–198.\nLove, Bettina L. 2019. We Want to Do More than Survive: Abolitionist Teaching and The Pursuit of Educational Freedom. Boston: Beacon Press.\nLugones, Maria. 2003. Pilgrimages =: Peregrinajes: Theorizing Coalition against Multiple Oppressions. Feminist Constructions. Lanham, Md: Rowman & Littlefield\nMacLure, Maggie. 2013. The wonder of data. Cultural Studies ↔ Critical Methodologies 13(4):228–32 https:\u002F\u002Fdoi.org\u002F10.1177\u002F1532708613487863\nMcGhee, Heather C. 2021. The Sum of us: What Racism Costs Everyone and How We Can Prosper Together First Edition. New York: One World.\nMenakem, Resmaa. 2017. My Grandmother’S Hands: Racialized Trauma and The Pathway to Mending Our Hearts and Bodies. Las Vegas: Central Recovery Press.\nMilner, H. Richard. 2010. Start Where You Are, but Don’t Stay There: Understanding Diversity, Opportunity Gaps, and Teaching in Today’s Classrooms. Cambridge, Mass: Harvard Education Press\nMorton, Jennifer M. 2019. Moving up without Losing Your Way: The Ethical Costs of Upward Mobility. Princeton, New Jersey: Princeton University Press.\nMoten, Fred. 2017. Black and Blur, Consent Not to Be a Single Being, v. [1]. Durham; London: Duke University Press.\nParis, Django, H. Samy Alim. 2017. eds. Culturally Sustaining Pedagogies: Teaching and Learning for Justice in a Changing World. Language and Literacy Series. New York: Teachers College Press\nPicower, Bree. 2021. Reading, Writing, and Racism: Disrupting Whiteness in Teacher Education and in the Classroom. Boston: Beacon Press.\nRichards, Jennifer Smith, Jodi S. Cohen, and Lakeidra Chavis. 2020. The Quiet Room. Chicago Tribune, 2019.\nSaad, Layla F. 2020. Me and White Supremacy: Combat Racism, Change the World, and Become a Good Ancestor. Napreville, Illinois: Sourcebooks.\nSantoro, Doris A. 2015. Philosophizing about teacher dissatisfaction: a multidisciplinary hermeneutic approach. Studies in Philosophy and Education 34 (2): 171–180.\nShalaby, Carla. 2017. Troublemakers: Lessons in Freedom From Young Children at School. New York: The New Press.\nSouto-Manning, Mariana, Jessica Martell. 2016. Reading, Writing, and Talk: Inclusive Teaching Strategies for Diverse Learners, K-2. Language and Literacy Series: Teachers College Press. New York\nTatum, Beverly Daniel. 2017. “Why Are All the Black Kids Sitting Together in the Cafeteria?”: And Other Conversations about Race. Third trade paperback edition. New York: Basic Books\nTaylor, Sonya Renee. 2018. The Body Is Not an Apology: The Power of Radical Self-Love, First Edition. Oakland, CA: Berrett-Koehler Publishers.\nWalker, Danielle, Chery E. Matias, and Robin Brandehoff. 2017. “Who you callin’ smartmouth?” misunderstood traumatization of black and brown girls. Occasional Papers Series. 2017 (38): 43–47.\nWalker, Vanessa Siddle, and John R. Snarey. 2004. eds. Race-Ing Moral Formation: African American Perspectives on Care and Justice: Teachers College Press. New York\nWilkerson, Isabel. 2020. Caste: The Origins of Our Discontents First Edition. New York: Random House.",{"VOID":468},"10.1007\u002Fs11217-022-09816-w","2024-09-01T04:53:17.840+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11217-022-09816-w",[472,487],{"id":473,"sortIndex":21,"researcher":20,"roles":474,"affiliations":475,"properties":484,"displayName":486,"givenName":20,"familyName":20},"1dcc70f1-a529-4049-a346-5f6f22cde93c",[231],[476],{"id":477,"sortIndex":21,"affiliation":478,"properties":20},"3c09a546-055a-45c9-aa43-1e95961a8b4f",{"id":477,"createTime":20,"updateTime":20,"relativeEntities":479,"slug":20,"properties":480,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":483,"statistic":20},[],{"title":481},{"VI":482},"Education Center Rm. 303, University of Maine at Farmington, Farmington, USA",[],{"title":485},{"VI":486},"Cara E. 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essay attempts to examine the difficult question of sex scandals both in public school settings and in the academy. It raises issues over the way authority in the classroom is unequally exercised by both male and female teachers in terms of power and seduction. However, the Law remains explicit when it comes to judging who is at fault within a-student relationship that collapses into the bedroom. The ethics that surround such sexual affairs is raised through the psychoanalytic and philosophical writings of Jacques Lacan. The essay ends by offering a surprised perspective over the question whether an ethics of diabolical evil is possible, given that such affairs are differentiated as post-Oedipal relationships where age differentiations have become blurred.",{"EN":575},"Is There an Ethics of Diabolical Evil? Sex Scandals, Family Romance, and Love in the School & Academy",{"VOID":577},"[\"6822723090010629673\"]",{"VOID":579},"10.1007\u002Fs11217-006-9000-8","2024-05-02T14:25:49.867+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11217-006-9000-8",[583],{"id":584,"sortIndex":21,"researcher":20,"roles":585,"affiliations":586,"properties":595,"displayName":597,"givenName":20,"familyName":20},"272494ca-2bae-4229-a1cb-c37ac6174a63",[231],[587],{"id":588,"sortIndex":21,"affiliation":589,"properties":20},"69316940-9b98-4328-95aa-c525caf81a7d",{"id":588,"createTime":20,"updateTime":20,"relativeEntities":590,"slug":20,"properties":591,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":594,"statistic":20},[],{"title":592},{"VI":593},"Department of Secondary Education, University of Alberta, Alberta, Canada",[],{"title":596},{"VI":597},"Jan 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(1991) Teaching, philosophy, and Eros: Love as a relation to truth. Educational Theory 41(4): 385–395",{"doi":322},{"id":20,"text":668,"url":20,"identifiers":669},"Alston K. (1998) So give me love, love, love, love, crazy love: Teachers, sex and transference. In: Tozer S. (eds) Philosophy of education. Philosophy of Education Society, Urbana, Illinois, pp. 366–369",{},{"id":318,"text":671,"url":320,"identifiers":672},"Baumin J.S., Weaver M.E. (2000). Teaching, classroom authority, and the psychology of transference. The Journal of General Education 49(2): 75–87",{"doi":322},{"id":20,"text":674,"url":20,"identifiers":675},"Bredbeck G.W. (1995). Anal\u002Fyzing the classroom: On the impossibility of a queer pedagogy. In: Haggerty G.E., Zimmerman B. (eds) Professions of desire: Lesbian and gay studies in literature. Modern Language Association of America, New York, pp. 89–109",{},{"id":20,"text":677,"url":20,"identifiers":678},"Britzman D. (1995). Is there a queer pedagogy? Or, stop reading straight. Educational Theory 45(2): 151–165",{},{"id":318,"text":680,"url":320,"identifiers":681},"Burch K.Th. (1999). Eros as the educational principle of democracy. Studies in Philosophy and Education 18(3): 123–142",{"doi":322},{"id":318,"text":683,"url":320,"identifiers":684},"Burch K.Th. (2000). Eros as the educational principle of democracy. Peter Lang, New York",{"doi":322},{"id":318,"text":686,"url":320,"identifiers":687},"Butler J. (1997). Psychic life of power: Theories in subjection. Stanford University Press, Stanford, California",{"doi":322},{"id":318,"text":689,"url":320,"identifiers":690},"Cavanagh, S.L. (2004). Upsetting desires in the classroom: School sex scandals and the pedagogy of the femme fatale. Journal for the Psychoanalysis of Culture & Society, (forthcoming)",{"doi":322},{"id":20,"text":692,"url":20,"identifiers":693},"Cummings K. (1991). Principled pleasures: Obsessional pedagogies or (ac)counting from Irving Babbitt to Allan Bloom. 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(1997). Feminist accused of sexual harassment. Duke University Press, Durham, NC","https:\u002F\u002Fwww.goodreads.com\u002Fbook\u002Fshow\u002F567879.Feminist_Accused_of_Sexual_Harassment",{"isbn":751,"isbn13":752},"0822319187","9780822319184",{"id":318,"text":754,"url":320,"identifiers":755},"Grosz E. (1992). Phallic mother. In: Wright E. (eds) Feminism and psychoanalysis: A critical dictionary. Basil Blackwell, Oxford",{"doi":322},{"id":318,"text":757,"url":320,"identifiers":758},"Halperin D.M. (1990). Why is Diotima a woman. In: Halperin D. (eds) One hundred years of homosexuality and other essays on Greek love. Routledge, New York",{"doi":322},{"id":318,"text":760,"url":320,"identifiers":761},"Higgins C. (1998). Transference love from the couch to the classroom: A psychoanalytic perspective on the ethics of teacher–student romance. In: Tozer S. (Eds) Philosophy of education. 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Beyond the missionary position: Teacher desire and radical pedagogy. In: Todd S. (eds) Learning desire: Perspectives on pedagogy, culture, and the unsaid. Routledge, London and New York, pp. 217–236",{"doi":322},{"id":318,"text":820,"url":320,"identifiers":821},"McWilliam E. (1999). Pedagogical pleasures. Peter Lang, New York",{"doi":322},{"id":20,"text":823,"url":20,"identifiers":824},"McWilliam. E. (2000). Stuck in the missionary position? Pedagogy and desire in new times. In: O’Farrell C., Meadmore D., McWilliam E., Symes C. (eds) Taught bodies. Peter Lang, New York, pp. 27–38",{},{"id":318,"text":826,"url":320,"identifiers":827},"Muir D.P.E. (2000) Friendship in education and the desire for the good: An interpretation of Plato’s Phaedrus. Educational Philosophy and Theory 32(2): 233–247",{"doi":322},{"id":318,"text":829,"url":320,"identifiers":830},"Noddings N. (1984). Caring, a feminine approach to ethics & moral education. 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pedagogy, which offers a significant alternative to the dominant trends in contemporary philosophy of education, objects to seeing education as instrumental to other ends: it attempts to conceive of education as autotelic, namely as having intrinsic value. While there are good reasons for accepting the post-critical reservations with the instrumentalization of education, I argue that its autonomy is equally problematic, as it risks turning the philosophy of education—perhaps education itself—into a privileged activity, out of touch with the most important issues in the contemporary world. In this paper I offer post-critical pedagogy a way out of this dilemma, by drawing on Walter Benjamin’s essay “The Work of Art in the Age of Its Technological Reproducibility”. After presenting the thesis concerning the autonomy of art held by Benjamin’s Frankfurt School friends, and pointing to the similarity between their view and that of post-critical pedagogy, I articulate six Benjaminian theses on post-critical pedagogy. Following Benjamin’s claim that the technological reproducibility of art changes the way it is perceived as well as its political function, I argue that school is an educational technology that reproduces the world to the masses without an “aura”, in a way that allows for political critique that does not reduce education to politics. Next, I highlight the importance of the school to post-critical pedagogy, and contribute to developing the critical-political aspect that remains essential to post-critical pedagogy. Finally, the Benjaminian perspective also makes it possible to reflect on the relation of digital technologies of reproduction to post-critical pedagogy.",{"EN":972},"Walter Benjamin in the Age of Post-critical Pedagogy",{"VOID":974},"[\"17323308747362540942\"]",{"VOID":976},"Adorno, Theodor W. 1997. Aesthetic Theory (trans. Robert Hullot-Kentor). London: Continuum.\nAdorno, Theodor W. 2002. Minima Moralia (trans: Jepchot, E. F. N.). New York: Verso.\nAdorno, Theodor W. 2005. Marginalia to Theory and Praxis. In Critical Models: Interventions and Catchwords, 259–278. New York: Columbia University Press.\nAgamben, Giorgio. 2015. Profanations (trans. Jeff Fort). New York: Zone Books.\nApple, Michael W. 2006. Educating the “Right” Way: Markets, Standards, God and Inequality. London: Routledge.\nArendt, Hannah. 2006. The Crisis in Education. In: Between Past and Future, 170–193. New York: Penguin Classics.\nAyuste Ana, González and Jaume TrillaBernet. 2020. Un sexto principio para el “Manifiestopor una pedagogía post-crítica.” Teoría de la Educación. RevistaInteruniversitaria 32(2): 25–36.\nBenjamin, Walter. 2006a. The Work of Art in the Age of Its Technological Reproducibility (2nd version). In Selected Writings, vol. 3, ed. Michael W. Jennings, 101–133. Cambridge, MA: Harvard University Press.\nBenjamin, Walter. 2006b. The Work of Art in the Age of Its Technological Reproducibility (3rd version). In Selected Writings, ed. Michael W. Jennings, 251–283. Cambridge, MA: Harvard University Press.\nBenjamin, Walter. 2006c. On Some Motifs in Baudelaire. In Selected Writings, vol. 3, ed. Michael W. Jennings, 313–355. Cambridge, MA: Harvard University Press.\nBerlant, Lauren. 2011. Cruel Optimism. Durham: Duke University Press.\nBourdieu, Pierre. 1984. Distinction: A Social Critique of the Judgment of Taste (trans. Richard Nice). Cambridge, MA: Harvard University Press.\nCanetti, Elias. 1973. Crowds and Power (trans. Carol Stewart). New York: Continuum.\nClausewitz, Carl von. 2007. On War (trans. Michael Howard and Peter Paret). Oxford: Oxford University Press.\nFreire, Paulo. 2005. Pedagogy of the Oppressed (trans. Mara Bergman Ramos). New York: Continuum.\nGoldsmith, Kenneth. 2011. Uncreative Writing. New York: Columbia University Press.\nHansen, Miriam Bratu. 2008. Benjamin’s Aura. Critical Inquiry 34(2): 336–375.\nHodgson, Naomi, Joris Vlieghe, and Piotr Zamojski. 2017a. Manifesto for a Post-Critical Pedagogy. In Manifesto for a Post-Critical Pedagogy, ed. N. Hodgson, J. Vlieghe, and P. Zamojski, 15–19. Santa Barbara, CA: Punctum Books.\nHodgson, Naomi, Joris Vlieghe, and Piotr Zamojski, eds. 2017b. Manifesto for a Post-Critical Pedagogy. Santa Barbara, CA: Punctum Books.\nHodgson, Naomi, Joris Vlieghe, and Piotr Zamojski. 2018. Education and the Love for the World: articulating a post-critical educational philosophy. Foro de Educación 16(24): 7–20.\nHodgson, Naomi, Joris Vlieghe, and Piotr Zamojski. 2020. Manifestations for the Post-critical: From Shared Principles to New Pedagogical Paths. Teoría de la Educación. RevistaInteruniversitaria 32(2): 13–23.\nHorkheimer, Max. 2004. Eclipse of Reason. New York: Continuum.\nIllich, Ivan. 1970. Deschooling Society. New York: Harper & Row.\nKant, Immanuel. 2000. Critique of the Power of Judgment (trans. Paul Guyer and Eric Matthews). Cambridge: Cambridge University Press.\nLukács, Georg. 1983. Essays on Realism (ed. Rodney Livingstone). Cambridge, MA: The MIT Press.\nMarcuse, Herbert. 1978. The Aestehtic Dimension. Boston: Beacon Press.\nMarx, Karl, and Friedrich Engels. 2000. The Communist Manifesto. In Selected Writings, ed. David McLellan, 245–272. Oxford: Oxford University Press.\nMasschelein, Jan, and Maarten Simons. 2013. In Defence of the School: A Public Issue (trans. Jack McMarin). Leuven: E-ducation, Culture & Society Publishers.\nOliverio, Stefano. 2019. Symposium introduction Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe (Philosophy of) Education? Ethics and Education 14(4): 449–452.\nPeim, Nick. 2007. Walter Benjamin in the Age of Digital Reproduction: Aura in Education: A Rereading of ‘The Work of Art in the Age of Mechanical Reproduction.’ Journal of Philosophy of Education 41(3): 363–380.\nPostman, Neil. 1982. The Disappearance of Childhood. New York: Vintage Books.\nSnir, Itay. 2017a. Minima Pedagogica: Education, Thinking and Experience in Adorno. Journal of Philosophy of Education 51(2): 415–429.\nSnir, Itay. 2017b. Education and Articulation: Laclau and Mouffe’s Radical Democracy in School. Ethics and Education 12(3): 351–363.\nSnir, Itay. 2020. Philophobia: From Post-critical to Neo-critical Pedagogy Through Art Critique (and a Pinch of Hate), On Education. Journal for Research and Debate, 3(9) [forthcoming].\nVlieghe, Joris. 2016. A Material and Practical Account of Education in Digital Times: Neil Postman’s Views on Literacy and the Screen Revisited. Studies in Philosophy and Education 35(2): 163–179.\nVlieghe, Joris, and Piotr Zamojski. 2019. Towards an Ontology of Teaching: Thing-centred Pedagogy, Affirmation and Love for the World. 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A. (2010). The long decline. The Walrus. Available at: http:\u002F\u002Fwww.walrusmagazine.com\u002Farticles\u002F2010.07-criticism-the-long-decline\u002F. Cited 2 July 2010.","http:\u002F\u002Fwww.walrusmagazine.com\u002Farticles\u002F2010.07-criticism-the-long-decline\u002F",{},{"id":1166,"text":1167,"url":1168,"identifiers":1169},"8560c5c6-0385-4445-a4b0-cb143b24b152","Biesta, G. (2010). Editorial: Publishing in Studies in Philosophy and Education. Studies in Philosophy and Education, 29(1), 1–3.","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11217-009-9173-z",{"doi":1170},"10.1007\u002Fs11217-009-9173-z",{"id":1172,"createTime":1173,"updateTime":1174,"relativeEntities":1175,"slug":1176,"properties":1177,"entityType":220,"verifyStatus":221,"verifyTime":1188,"verifyNote":223,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":1189,"fullTextUrl":20,"authors":1190,"publicationType":246,"publisherRelationship":1208,"citationCount":21,"citationInfo":1267,"publishDate":1270,"publishYear":1268,"citationAnalyzeStatus":960,"lastCitationAnalyze":1271,"indexDatabases":1272,"openAccess":20,"references":20,"isForceReanalyzing":451},"e00868fd-e5df-410f-8161-ca4861931252","2024-02-10T07:29:40.027+00:00","2026-07-19T08:59:53.320+00:00",[],"Liberalism-nationality-and-education",{"abstract":1178,"title":1180,"gsPaper":1182,"references":1184,"doi":1186},{"EN":1179},"Yael Tamir's (1993) book Liberal Nationalism seeks to show that liberalism and nationalism are not incompatible political philosophies. Nationalism need not take the closed, authoritarian form it has so often taken; and liberalism is premised on certain national ideas, including national self-determination. This critical discussion of her account is broadly sympathetic to the compatibility thesis, but takes issue both with her notion of nationalism, with her account of a nation as a self-conscious cultural community, and with the sharp line she draws between civic and cultural concerns. Although her book does not deal with education, this paper concludes with remarks about what the role of nationality should be in education, in both a Tamirian and a non-Tamirian framework. The latter is applied to education in Britain.",{"EN":1181},"Liberalism, nationality and education",{"VOID":1183},"[\"10055263767168442487\"]",{"VOID":1185},"Anderson, B.: 1983, Imagined Communities: Reflections on the Origins and Spread of Nationalism, Verso, London.\nColley, L.: 1992, Britons: Forging the Nation 1707–1837, Yale University Press, New Haven.\nCrick, B.: 1988, ‘An Englishman Considers His Passport’, The Irish Review, Autumn, pp. 1–10.\nGellner, E.: 1983, Nations and Nationalism, Oxford University Press, Oxford.\nHobsbawm, E.: 1990, Nations and Nationalism since 1780, Cambridge University Press, Cambridge, UK.\nKymlicka, W.: 1991, Liberalism, Community and Culture, Clarendon Press, Oxford.\nMiller, D.: 1988, ‘The Ethical Significance of Nationality’, Ethics 98, 647–662.\nMiller, D.: 1989, ‘In What Sense Must Socialism Be Communitarian?’, in E. Paul et al. (eds.), Socialism, Blackwell, Oxford, pp. 51–73.\nMiller, D.: 1993, ‘In Defence of Nationality’, Journal of Applied Philosophy 10, pp. 3–16.\nMulhall, S. and A. Swift: 1992, Liberals and Communitarians, Blackwell, Oxford.\nTamir, Y.: 1993, Liberal Nationalism, Princeton University Press, Princeton, N.J.",{"VOID":1187},"10.1007\u002FBF00367528","2024-06-26T14:15:56.985+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002FBF00367528",[1191],{"id":1192,"sortIndex":21,"researcher":20,"roles":1193,"affiliations":1194,"properties":1203,"displayName":1205,"givenName":20,"familyName":20},"943dbe17-522c-4938-b316-531376f0c350",[231],[1195],{"id":1196,"sortIndex":21,"affiliation":1197,"properties":20},"b3a91f2e-13f4-402f-ac9d-a59ba0c83c8e",{"id":1196,"createTime":20,"updateTime":20,"relativeEntities":1198,"slug":20,"properties":1199,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":1202,"statistic":20},[],{"title":1200},{"VI":1201},"Institute of Education, University of London, London, UK",[],{"title":1204,"gsAuthor":1206},{"VI":1205},"John 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paper argues for a conception of autonomy that takes social oppression seriously without sapping autonomy of its valuable focus on individual self-direction. Building on recent work in relational accounts of autonomy, the paper argues that current conceptions of autonomy from liberal, feminist and critical theorists do not adequately account for the social features of belief formation. The paper then develops an alternative conception of relational autonomy that focuses on how autonomy contains both individualistic and social epistemic features. Rather than consider autonomy to reside in an impenetrable inner citadel, a place immune from external influences, the paper argues that we must acknowledge the hermeneutic relationship between individual and social processes of belief adjudication. Taking such an argument seriously results in the need to alter our conception of autonomy and the schooling needed to foster its growth.",{"EN":1283},"Oppression, Autonomy and the Impossibility of the Inner Citadel",{"VOID":1285},"[\"9915606490417703624\"]",{"VOID":1287},"Allman, P. (1999). Revolutionary social transformation: Democratic hopes, political possibilities and critical education. Westport, CT: Bergin & Garvey.\nAllman, P. (2001). Critical education against global capitalism: Karl Marx and revolutionary critical education. Westport, CT: Bergin & Garvey.\nAllman, P., McLaren, P., & Rikowski, G. (2000). After the Box People: The labour-capital relation as class constitution—and its consequences for Marxist educational theory and human resistance Institute for Education Policy Studies: The Independent Radical Left Education Policy Unit.\nAnderson, J. (1996). A social conception of personal autonomy: Volitional identity, strong evaluation, and intersubjective accountability. Unpublished Dissertation, Northwestern University, Chicago.\nAnderson, J. (2003). Autonomy and the authority of personal commitments: From internal coherence to social normativity. Philosophical Explorations, VI(2), 90–108.\nAnsalone, G. (2001). Schooling, tracking, and inequality. Journal of Children and Poverty, 7(1), 33–47.\nAnyon, J. (1980). Social class and the hidden curriculum of work. Journal of Education, 16(3), 318–341.\nBall, S. J. (2003). Class strategies and the education market: The middle classes and social advantage. New York: RoutledgeFalmer.\nBenn, S. I. (1976). Freedom, autonomy, and the concept of a person proceedings of the Aristotelian Society (Vol. LXXVI, pp. 109–130). Tisbury, Wilts: Compton Russell Ltd.\nBenson, P. (1987). Freedom and value. The Journal of Philosophy, 84(9), 465–486.\nBenson, P. (1991). Autonomy and oppressive socialization. Social Theory and Practice, 17(3).\nBenson, P. (1994). Free agency and self-worth. The Journal of Philosophy, 91(12), 650–668.\nBenson, P. (2005). Feminist intuitions and the normative substance of autonomy. In J. S. Taylor (Ed.), Personal autonomy: New essays on personal autonomy and its role in contemporary moral philosophy (pp. 124–142). New York, NY: Cambridge University Press.\nBernstein, J., Mishel, L., & Brocht, C. (2000). Any way you cut it: Income inequality on the rise regardless of how it’s measured (Briefing Paper). Washington: Economic Policy Institute.\nBettie, J. (2003). Women without class: Girls, race, and identity. Berkeley: University of California Press.\nBrantlinger, E. A. (2003). Dividing classes: How the middle class negotiates and rationalizes school advantage. New York: RoutledgeFalmer.\nBrighouse, H. (2000). School choice and social justice. New York, NY: Oxford University Press.\nCallan, E. (1988). Autonomy and schooling. Kingston: McGill-Queen’s University Press.\nCallan, E. (1997). Creating citizens. New York, NY: Oxford University Press.\nCallan, E. (2000). Liberal legitimacy, justice and civic education. Ethics, 111, 141–155.\nCallan, E. (2002). Autonomy, child-rearing, and good lives. In D. Archard & C. Macleod (Eds.), The moral and political status of children (pp. 118–141). New York: Oxford University Press.\nChristman, J. (2004). Relational autonomy, liberal individualism, and the social constitution of selves. Philosophical Studies, 117, 143–164.\nChristman, J. (2006). Autonomy, self-knowledge, and liberal legitimacy. In J. Christman & J. Anderson (Eds.), Autonomy and the challenges to liberalism: New essays (pp. 330–357). New York: Cambridge University Press.\nCode, L. (2000). The perversion of autonomy and the subjection of women: Discourses of social advocacy at century’s end. In C. Mackenzie & N. Stoljar (Eds.), Relational autonomy: Feminist perspectives on autonomy, agency, and the social self. New York, NY: Oxford University Press.\nDarwall, S. L. (1990). Autonomoist internalism and the justification of morals. Nous, 24(2), 257–267.\nDearden, R. F. (1972). Autonomy and education. In R. F. Dearden, P. H. Hirst, & R. S. Peters (Eds.), Education and the development of reason (pp. 448–465). Boston, MA: Routledge & Kegan Paul.\nDearden, R. F. (1975). Autonomy as an educational ideal I. In S. C. Brown (Ed.), Philosophers discuss education (pp. 3–42). London, UK: Macmillan Press LTD.\nDearden, R. F. (1984). Autonomy and intellectual education theory and practice in education (pp. 110–122). London, UK: Routledge & Kegan Paul.\nElster, J. (1985). Sour grapes: Studies in the subversion of rationality. Cambridge: Cambridge University Press.\nFeinberg, J. (1989). Autonomy. In J. Christman (Ed.), The inner citadel: Essays on individual autonomy (pp. 27–53). New York, NY: Oxford University Press.\nFletcher, S. (2000). Education and emancipation. New York, NY: Columbia University Press.\nFrankfurt, H. G. (1971). Freedom of the will and the concept of a person. The Journal of Philosophy, 68(1), 5–20.\nFreire, P. (1973). Education for critical consciousness. New York: Continuum.\nFreire, P. (1988). Pedagogy of the oppressed. New York, NY: Continuum.\nFriedman, M. (2003). Autonomy, gender, politics. New York, NY: Oxford University Press.\nFriedman, M. (2006). Autonomy and social relationships: Rethinking the feminist critique. In J. Christman & J. Anderson (Eds.), Autonomy and the challenges to liberalism: New essays (pp. 40–61). New York: Cambridge University Press.\nGreco, J. (2005). Justification is not internal. In M. Steup & E. Sosa (Eds.), Contemporary debates in epistemology (pp. 257–270). Oxford: Blackwell.\nHill, T. E. (1989). The kantian conception of autonomy. In J. Christman (Ed.), The inner citadel: Essays on individual autonomy. New York, NY: Oxford University Press.\nHirst, P. H., & Peters, R. S. (1970). The logic of education. New York: Humanities Press.\nKymlicka, W. (1989). Liberalism, community, and culture. Oxford, UK: Clarendon Press.\nLevinson, M. (1999). The demands of liberal education. New York, NY: Oxford University Press.\nLukacs, G. (1971). History and class consciousness: Studies in Marxist dialectics. London: The Merlin Press.\nMackenzie, C., & Stoljar, N. (2000a). Autonomy refigured relational autonomy: Feminist perspectives on autonomy, agency, and the social self. New York, NY: Oxford University Press.\nMackenzie, C., & Stoljar, N. (2000b). Relational autonomy: Feminist perspectives on autonomy, agency, and the social self. New York, NY: Oxford University Press.\nMcLaren, P. (2003). Revolutionary pedagogy in post-revolutionary times: Rethinking the political economy of critical education. In A. Darder, M. Baltodano, & R. Torres (Eds.), The critical pedagogy reader. New York, NY: RoutledgeFalmer.\nMcLaren, P. (2005a). Critical pedagogy in the age of neoliberal globalization. In P. McLaren (Ed.), Capitalists and conquerers: A critical pedagogy against empire (pp. 19–73). New York: Rowman & Littlefield Publishers.\nMcLaren, P. (2005b). Revolutionary pedagogy in postrevolutionary times: Rethinking the political economy of critical education. In P. McLaren (Ed.), Capitalists and conquerers: A critical pedagogy against empire (pp. 75–112). New York: Rowman & Littlefield Publishers.\nMcLaren, P., & Farahmandpur, R. (2003). The globalization of capitalism and the new imperialism: Notes toward a revolutionary critical pedagogy. In G. Dimitriadis & D. Carlson (Eds.), Promises to keep: Cultural studies, democratic education and public life (pp. 39–76). New York: RoutledgeFalmer.\nMcLaren, P., & Farahmandpur, R. (2005). Teaching against global capitalism and the new imperialism. New York, NY: Rowman & Littlefield.\nMills, C. (1997). The racial contract. Ithaca: Cornell University Press.\nMorrison, T. (1993). Playing in the dark: Whiteness and the literary imagination. New York: Vintage.\nOakes, J. (1990). Mulitplying inequalities: The effects of race. Social class, and tracking on opportunities to learn mathematics and science. Santa Monica, CA: The Rand Corporation.\nOshana, M. (2006). Personal autonomy in society. Burlington, VT: Ashgate Publishing.\nPeters, R. S. (1973). Freedom and the development of the free man. In J. F. Doyle (Ed.), Educational judgments: Papers in the philosophy of education (pp. 119–142). London, UK: Routledge & Kegan Paul.\nReay, D. (1999). ‘Class acts’: Educational involvement and psychosociological class processes. Feminism & Psychology, 9(1), 89–106.\nReay, D. (2001). Finding or losing yourself?: Working-class relationships to education. Journal of Education Policy, 16(4), 333–346.\nReay, D. (2002a). Class, authenticity and the transition to higher education for mature students. The Sociological Review, 50(3), 398–418.\nReay, D. (2002b). Shaun’s story: Troubling discourses of white working-class masculinities. Gender and Education, 14(3), 221–234.\nReay, D., & Ball, S. J. (1997). ‘Spoilt for choice’: The working classes and educational markets. Oxford Review of Education, 23(1), 89–101.\nReich, R. (2002). 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Analytic Teaching and Philosophical Praxis 21(1): 65–77.",{},{"id":20,"text":1583,"url":20,"identifiers":1584},"Reznitskaya, A. 2005. Empirical research in philosophy for children: Limitations and new directions. Thinking: The Journal of Philosophy for Children 17(4): 4–13.",{},{"id":20,"text":1586,"url":20,"identifiers":1587},"Rondhuis, T., and K. van der Leeuw. 2000. Performance and progress in philosophy: An attempt at operationalisation of criteria. Teaching Philosophy 23(1): 23–42.",{"doi":1588},"10.5840\u002Fteachphil20002311",{"id":20,"text":1590,"url":20,"identifiers":1591},"Sharp, A.M. 1987. What is a ‘Community of inquiry’? Journal of Moral Education 16(1): 37–45.",{"doi":1592},"10.1080\u002F0305724870160104",{"id":20,"text":1594,"url":20,"identifiers":1595},"Sharp, A.M. 1992. The community of inquiry: Education for democracy. Thinking: The Journal of Philosophy for Children 9(2): 31–47.",{},{"id":20,"text":1597,"url":20,"identifiers":1598},"The Philosophy Foundation (nd). Thinking changes: Intellectual virtues. Retrieved from www.philosophy-foundation.org\u002Four-mission.",{},{"id":20,"text":1600,"url":20,"identifiers":1601},"Topping, K., S. Trickey, and P. Cleghorn. 2019. A teacher’s guide to philosophy for children. New York: Routledge.",{"doi":1602},"10.4324\u002F9780429401879",{"id":20,"text":1604,"url":20,"identifiers":1605},"Trickey, S., and K.J. Topping. 2007. Collaborative philosophical enquiry for school children: Cognitive gains at 2-year follow up. British Journal of Educational Psybchology 77(4): 787–796.",{"doi":1606},"10.1348\u002F000709907X193032",{"id":20,"text":1608,"url":20,"identifiers":1609},"Välitalo, R., H. Juuso, and A. Surinen. 2016. Philosophy for children as an educational practice. Studies in Philosophy and Education 35: 79–92.",{"doi":1610},"10.1007\u002Fs11217-015-9471-6",{"id":20,"text":1612,"url":20,"identifiers":1613},"Välitalo, R. 2017. Internal goods of teaching in philosophy for children: The role of the teacher and the nature of teaching in philosophy for children. bienes internos de la enseñanza de la filosofía para niños y niñas: El papel del profesor y la profesora y la naturaleza de la enseñanza en filosofía para niños y niñas, 13(27): 271–290. https:\u002F\u002Fdoi.org\u002F10.12957\u002Fchildphilo.2017.27353.",{"doi":1614},"10.12957\u002Fchildphilo.2017.27353",{"id":20,"text":1616,"url":20,"identifiers":1617},"Vansieleghem, N. 2005. Philosophy for children as the wind of thinking. Journal of Philosophy of Education 39(1): 19–35.",{"doi":1618},"10.1111\u002Fj.0309-8249.2005.t01-1-00417.x",{"id":20,"text":1620,"url":20,"identifiers":1621},"Vansieleghem, N., and D. Kennedy. 2011. What is philosophy for children, what is philosophy with children—After Matthew Lipman? Journal of Philosophy of Education 45(2): 171–182.",{"doi":1622},"10.1111\u002Fj.1467-9752.2011.00801.x",{"id":20,"text":1624,"url":20,"identifiers":1625},"Worley, P. 2016. Ariadne’s Clew absence and presence in the facilitation of philosophical conversations. Journal of Philosophy in Schools 3(2): 51–70.",{"doi":1626},"10.21913\u002FJPS.v3i2.1350",{"id":1628,"createTime":1629,"updateTime":1630,"relativeEntities":1631,"slug":1632,"properties":1633,"entityType":220,"verifyStatus":221,"verifyTime":1644,"verifyNote":223,"languages":20,"translateLanguages":20,"viewCount":21,"primaryUrl":1645,"fullTextUrl":20,"authors":1646,"publicationType":246,"publisherRelationship":1662,"citationCount":21,"citationInfo":1721,"publishDate":1724,"publishYear":1722,"citationAnalyzeStatus":310,"lastCitationAnalyze":1725,"indexDatabases":1726,"openAccess":20,"references":20,"isForceReanalyzing":451},"02a0d9e1-3500-46fa-8088-b32a53433e7e","2024-02-17T21:04:51.845+00:00","2026-07-14T12:53:38.248+00:00",[],"Alfred-North-Whitehead-s-Informal-Philosophy-of-Education",{"abstract":1634,"title":1636,"gsPaper":1638,"references":1640,"doi":1642},{"EN":1635},"The objective of this article is to show that Whitehead had a very important philosophy of education both on the formal level. The consistency found is well worth noting. I researched many of Whitehead's major works for his formal views and Lucian Price's Dialogues of Alfred North Whitehead. In my opinion Price's book is the best available for the purpose of getting Whitehead's candid informal view of education. The paper is divided into sections according to the particular subject matter. Since Whitehead describes education as the study of “life and all of its manifestations”. It is appropriate to cover some of these areas: the purpose of education, the role of science and speculation, education and civilization, and both the process of education and process education are reviewed. Whitehead's philosophy of education is sweeping in scope. In his philosophy we find the importance of experience, imagination, speculation, generalization, factual knowledge, specialization, relevance, intuition, novelty, curiosity, theory, practice, pleasure, harmony, freedom, discipline, technical and liberal education and unification. He, in fact, unifies all these seemingly different areas into a coherent philosophy of education.",{"EN":1637},"Alfred North Whitehead's Informal Philosophy of Education",{"VOID":1639},"[\"2562361615532989727\"]",{"VOID":1641},"Johnson, A.H.: 1947, The Wit and Wisdom of Alfred North Whitehead, Beacon Press.\nJohnson, A.H.: 1962, Whitehead's Philosophy of Civilization, Dover Publishing Co.\nJohnson, A.H.: 1962, Whitehead's Theory of Reality, Dover Publishing Co.\nPrice, Lucien: 1954, Dialogues of Alfred North Whitehead, The Atlantic Monthly Press Book, Little Brown & Co.\nSchulpp, Paul Arthur: 1951, The Philosophy of Alfred North Whitehead, Open Court Publication.\nWhitehead, Alfred North: 1925, Science and the Modern World, McMillan.\nWhitehead, Alfred North: 1927, Symbolism, McMillan.\nWhitehead, Alfred North: 1929, The Aims of Education and Others Essays, McMillan Co.\nWhitehead, Alfred North: 1933, Adventures of Ideas, McMillan.\nWhitehead, Alfred North: 1938, Modes of Thought, McMillan Co.\nWhitehead, Alfred North: 1978, Process and Reality, (Corrected edition), The Free Press.",{"VOID":1643},"10.1023\u002FA:1004930032195","2024-05-06T12:06:44.823+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1023\u002FA:1004930032195",[1647],{"id":1648,"sortIndex":21,"researcher":20,"roles":1649,"affiliations":1650,"properties":1659,"displayName":1661,"givenName":20,"familyName":20},"71d0a261-f66b-4d34-ae90-d391273e95f6",[231],[1651],{"id":1652,"sortIndex":21,"affiliation":1653,"properties":20},"ebbffc1e-5ea5-41d4-81dc-a54d88a871f3",{"id":1652,"createTime":20,"updateTime":20,"relativeEntities":1654,"slug":20,"properties":1655,"entityType":20,"verifyStatus":20,"verifyTime":20,"verifyNote":20,"languages":20,"translateLanguages":20,"viewCount":20,"url":20,"parentIds":1658,"statistic":20},[],{"title":1656},{"VI":1657},"Community College of Denver, Denver, U.S.A",[],{"title":1660},{"VI":1661},"F. 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