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Fictionalism: The Art of Teaching Truth Disguised as Lies
Fictionalism confronts the dual epistemological nature of education. In this book, Johan Dahlbeck argues that all education, at bottom, concerns a striving for truth initiated through fictions. This foundational aporia is then interrogated and made sense of via Hans Vaihinger’s philosophy of ‘as if’ and Spinoza’s peculiar form of exemplarism. Using a variety of fictional examples, Dahlbeck investigates the different dimensions of educational fictionalism, from teacher exemplarism to the basic educational fictions necessary for getting started in education in the first place. Fictionalism will be a valuable resource for anyone interested in the philosophical foundations of education.
International Handbook of Philosophy of Education
This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of th...
Education, the Environment and Sustainability
This book tackles questions about the metaphysical and ethical foundations of our concern for our planet, and about educational and pedagogical implications. It pursues answers to urgent questions such as: should educational policy and practice be informed by a concern for nature and the environment for our (human) purposes? Or should we teach and learn for the natural environment in and for itself? Chapters in this volume contribute towards the unmasking and undoing of the various kinds of denialism and pernicious relativism (cultural, moral and epistemological) that have held us in their grip and that continue to thwart attempts to establish a sane and morally sustainable set of relationships between us, human beings, and other animals and the animate and inanimate environment. Education, the Environment and Sustainability provides educators and interested laypersons with tools for critical reflection and interrogation of their own and others’ assumptions, preconceptions, and practices affecting nature and the environment. This volume was originally published as a special issue of Ethics and Education.
Alienation. Recuperating the Classical Discussion of Marx et al.
Nowadays alienation is naturally discussed as an existential condition of human beings, but in the 20th century, a strong Marxist current claimed alienation to be implied by capitalism, in particular by private property and the social division of labor. Alienation should therefore be criticized as part of the critique of capitalism and political economy, and might therefore also possibly be overcome. Today, under the hegemony of neo-liberal capitalism, the basic logic of Marx’s idea of alienation is more relevant than ever, having, as is argued in this book, critical social as well as constructive pedagogical and political potential.
Tópicos de filosofía y educación para el siglo XXI
Tópicos de filosofía y educación para el siglo XXI, es continuación de las reflexiones iniciadas en Voces de Filosofía de la Educación. Pretendemos que esos diálogos se encaminen hacia los territorios comunes de la educación, sin trivializarlos. La situación actual marcada por la pandemia por Covid-19 ofrece varias aristas para examinar los temas relevantes de la educación, sobresaliendo aquellos en los que las desigualdades sociales (y, por ende, educativas) se exacerbaron y los modos de enseñar y aprender dieron un giro de 180°. Al remitirnos al Diccionario de la Lengua Española, se rescata el sentido de Tópico como “Perteneciente o relativo a determinado lugar”. En este tenor, se aborda sobre lo que acontece, lo problemático, así como también las posibilidades de cambio en el amplio mundo de la educación. Finalmente, esperamos que en el presente libro logren confluir la Filosofía y la Educación en el lugar común del pensamiento, palabra y acción.
Asger Sørensen går på universitetet
Asger Sørensen går på universitetet er en skrapbog fra ti års voldsomme omvæltninger i den danske forskningsverden. I fire kapitler fortælles om den første organiserede modstand mod den ny universitetslov, om den dramatiske sag om tre fyringsvarslede pædagogiske filosoffer, om den pinagtige sag om musikprofessorens konflikt med sine kollegaer og endelig om det liv, som blev det normale, når man gik på universitetet efter de store omvæltninger. Det overordnede argument er, at 2003-loven var en fejltagelse. Universiteter ikke skal ledes som private erhvervsvirksomheder, men som lærde republikker, således som det traditionelt har været tilfældet i Danmark, og som det stadig er de...
Indicios posteológicos
El desfondamiento sustancial de los referentes civilizatorios que ha tenido lugar en el sentir y en la conciencia actuales nos obliga a mirar, con una nueva profundidad, los retos y los alcances de la forma de habitar el mundo: condición siempre en vilo, suspendida entre la amenaza del colapso y la insobornable dignidad que hace posible la confianza y la alegría. Frente al discurso que niega el carácter fundante de la ética, el pensamiento de la alteridad quiere mostrar que solo la presencia irreductible del Otro es capaz de sostener el horizonte significativo que habitamos. Distintos autores, que se anclan en la antigua tradición del Libro, miran hacia el porvenir con la determinación que afirma las mejores posibilidades de lo humano. Indicios posteológicos constituye un esfuerzo de reflexión y una lectura de estos autores fundamentales para nuestro tiempo, debido a que su interpelación nos refiere a la pregunta por el sentido y el valor de la existencia.
Manifesto for a Post-Critical Pedagogy
The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better - or ideal - future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality and to attend to what is "educational" about education. In Manifesto for a Post-Critical Pedagogy we set out five principles that call not for an education as a means to achieve a future state, but rather that make manifest those educational practices...
