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 thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy—Aesthetics—Education:Reflections on DanceTyson Lewis (bio)To create is to lighten, to unburden life, to invent new possibilities of life. The creator is legislator—dancer.—Gilles Deleuze, Pure ImmanenceThe Italian philosopher Giorgio Agamben is perhaps best known for his ongoing interest in the problem of "biopower." Taking up where Michel Foucault ended, Agamben argues that the principle political and philosophical questions of the moment concern the connections between life and power. In this (...) sense, he stands in diametric opposition to one of the leading French intellectuals of our times: Alain Badiou. For Badiou, the key question of the present is not so much power and the body as it is the ethics of truth. According to Agamben, Badiou's project has abandoned thinking about the biopolitics of life and as such is both philosophically and politically suspect. But does Agamben's critique prematurely dismiss Badiou? In other words, does his critique prevent us from recognizing the precise location of biopolitics in Badiou's work? It is my contention that we must read Badiou not against but from within a biopolitical framework in order to realize both the validity of Agamben's criticism and its limitations. In fact, it is through the critical lens of biopolitical theory that we can begin to see the unique links in Badiou's thinking between aesthetics, the body, and education. In conclusion, I argue that Agamben provides insights missed by Badiou's reduction of the animal body to the disavowed grounds for the grace and beauty of truth, while at the same time Badiou provides Agamben's own theory of biopolitics with a unique educative practice: the practice of dance.Here I would like to justify this philosophical inquiry for educational theorists. With the fate of art-based educational programs uncertain in the [End Page 53] face of standardization, it is perhaps time to reassess legitimating claims for retaining arts education programs. By reading Badiou through Agamben, I hope to provide a new reason for advocating the centrality of dance in educational programs and assert the inherently educative qualities of movement-based curricula. Second, I hope to suggest in my conclusion that dance is an important form of educational practice antithetical to current forms of capitalist "bioproduction." As such, I will link together my own theory of dance education with the critical pedagogical tradition in order to anchor the "utopian imagination" in a practice of the body. This is an attempt to fill in a rather vague sphere of critical pedagogical research and theory: aesthetic practice. Overall, this article will bring together two important philosophical traditions—Agamben's biopolitical theory and Badiou's theory of truth—in order to examine their relation to education and, in turn, how education is a central concept for thinking through contemporary continental philosophical traditions.Biopower and Event: Situating the Subject in Relation to TruthMichel Foucault first coined the theoretical concept "biopower" in his work on the history of sexuality.1 In order to understand Foucault's meaning we must first separate biopower from sovereign power, which is characterized by the "right to decide life and death."2 The sovereign—which for Foucault is not simply a form of territorial rule but is a principle of power relations—decides who lives and who dies. Power here is the power of the sword that marks the body directly through overt forms of public torture and violence. But in the classical age and with the rise of capitalist social relations, the form and function of power switched. Famously, Foucault wrote that the highest function of power "was perhaps no longer to kill, but to invest life through and through."3 This new form of power—whose concern was no longer death but the maintenance and regulation of life—operates on two interconnected levels. First, biopower conceives of the body as a machine, which must be disciplined in order to be made more efficient. Here, power acts as microphysics, training the individual body in order to reach a high level of social efficiency. Second, on the macro level, biopower transforms the populous into a population that has to be carefully regulated in terms of propagation rates, health levels... (shrink)

This remarkable book is about everything from echidnas to evolution, cosmology to cooking, sex and science and spirits to Schrodinger's cat. Tyson Yunkaporta looks at global systems from an Indigenous perspective. He asks how contemporary life diverges from the pattern of creation. How does this affect us? How can we do things differently? Sand Talk provides a template for living. It's about how lines and symbols and shapes can help us make sense of the world. It's about how we (...) learn and how we remember. It's about talking to everybody and listening carefully. It's about finding different ways to look at things. Most of all it's about Indigenous thinking, and how it can save the world. (shrink)

This book considers the efficacy of the common regulatory model of the licensing regime as a means of regulating animal use in England, with a particular focus on wild animals and the regime’s ability to ensure animal welfare needs are met. Using information gleaned from over 550 inspection reports relating to the period 2008 through 2019, obtained using FOI Act requests, the book analyses the extent to which animals used by these industries are protected by law. Tyson analyses the (...) limitations present in the practical application of English legislation responsible for creating a number of relevant licensing regimes.The regimes discussed include: The Zoo Licensing Act 1981, the now repealed Welfare of Wild Animals in Travelling Circuses Regulations 2012, and the Animal Welfare Regulations 2018, introduced under the Animal Welfare Act 2006. Exploring the weakness in the use of this type of regulatory model, Tyson proposes compelling recommendations for change in future policy development. Making an important contribution to the question of enforcement of animal welfare laws, this book provides useful and original insights into the implementation of licensing regimes, and will be of particular interest to scholars of animal welfare law, animal ethics, and critical animal studies. (shrink)

The pressure for results applied by some research funders concerns some academicians. Sometimes, for example, a sponsor requests preliminary data that the researcher is not ready to release. This paper presents three interviews — two with researchers and one with a representative from industry — dealing with these issues and makes recommendations on the basis of those interviews. It also looks briefly at the different norms that exist in industry and academia for research and communication and the tensions these can (...) cause for a scientist working simultaneously in both realms. (shrink)

On the basis of careful textual exegesis and philosophical analysis, and contrary to the received view, Mark R. Wheeler demonstrates that Aristotle presents and systematically explicates his definition of the essence of the truth in the Metaphysics. Aristotle states the nominal definitions of the terms "truth" and "falsehood" as part of his arguments in defense of the logical axioms. These nominal definitions express conceptions of truth and falsehood his philosophical opponents would have recognized and accepted in the context of (...) dialectical argument. On the basis of these nominal definitions, Aristotle develops his definitions of the essences of truth and falsehood--his "real" definitions of truth and falsehood. Aristotle's methodical exposition of his essential definitions of truth and falsehood in the Metaphysics serves as a well-developed example of how his philosophical inquiry starts with nominal definitions and ends with real definitions. Wheeler also argues for the novel claim that Aristotle defines the most fundamental kind of truth in terms of accurate measurement. Aristotle's metrical conception of truth serves as the theoretical basis for specifying the truth conditions of various assertions, for identifying the sorts of beings implicated in these truth conditions, and for explaining the nature of approximate truth and falsehood. Far from offering us a minimal account of truth, Wheeler shows how Aristotle offers us a sophisticated and metrical theory of truth. (shrink)

Let us begin with the simple observation that applied mathematics can be very tough! It is a common occurrence that basic physical principle instructs us to construct some syntactically simple set of differential equations, but it then proves almost impossible to extract salient information from them. As Charles Peirce once remarked, you can’t get a set of such equations to divulge their secrets by simply tilting at them like Don Quixote. As a consequence, applied mathematicians are often forced to pursue (...) roundabout and shakily rationalized expedients if any useful progress is to be made. Often these provisional and quasi-empirical procedures within applied mathematics loom large in motivating the “anti-realist” or “anti-unificationist” conclusions of Nancy Cartwright and allied authors. (shrink)

This is one of those cases to which Dr. 8 oodhouse's remark applies with all its force, that a method which leads to true results must have its logic — H.S Smith (" On Some of the Methods at Present in Use in Pure Geometry," p. 6) A goodly amount of modern metaphysics has concerned itself, in one form or another, with the question: what attitude should we take in regard to a language whose semantic underpinnings seem less than certain? (...) Since much of standard English is surely of this type, many philosophers have felt driven to extreme and unpalatable resolutions — wholesale rejection of attractive logical rules, radical "antirealism", "minimalism" about truth, and so forth, Scientists, however, have long dealt with analogous foundational insecurities and, under the duress of practicality, have framed a set of shifting attitudes towards language and reasoning that seem far more commonsensical than the extreme positions to which pure philosophy has often been led. Following this lead, this essay will recommend a more nuanced approach to linguistic insecurity that is neither naively optimistic nor mired in the gloomy sloughs of antirealism. (shrink)

Cinema Derrida charts Jacques Derrida's collaborations and appearances in film, video, and television beginning with 1983's Ghost Dance (dir. Ken McMullen, West Germany/UK) and ending with 2002's biographical documentary Derrida (dir. Dick and Ziering, USA). In the last half of his working life, Derrida embraced popular art forms and media in more ways than one: not only did he start making more media appearances after years of refusing to have his photo taken in the 1960s and 1970s, but his philosophy (...) started to draw more explicitly from visual culture and artistic endeavours. While this book offers explanations of this transition, it contends the image of "Jacques Derrida" that emerges from film and TV appearances remains spectral, constantly deferring a complete grasp of him. Tyson Stewart draws out the main tenets of spectrality from Derrida's seminal texts Of Grammatology and Specters of Marx and other writings, like Echographies of Television, in order to fill a gap in studies of Derrida and film. Throughout the book, he explains how various techniques and spectral effects such as slow motion, stillness, repetition, mise-en-abîme, direct address, and focus on body parts/bodily presence bring about a structure of spectrality wherein the past other returns to make impressions and ethical demands on the viewer. Drawing on communication theory and film and media studies, Cinema Derrida makes a major intervention in classical communication thought. (shrink)

The concept of empathy in history education involves students in the attempt to think within the context of historical agents’ particular predicaments. Tracing the concept’s philosophical heritage to R. G. Collingwood’s philosophy of history and ‘re-enactment doctrine’, this article argues that our efforts in history classrooms to understand historical agents by their own standards are constrained by a tension that arises out of the need to disconnect ourselves from a present that provides the very means for understanding the past. Though (...) rather than serving to undermine the concept, it is proposed that the moderate hermeneutics of H.-G. Gadamer, through a positive conception of prejudice, tradition and temporal distance, transforms the factors typically seen as inhibitors to empathy’s operation into those that potentially enable it. The article aspires to shed new light on what is at play when history students engage in the intellectually demanding task of empathizing in history. (shrink)

In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional (...) logic of learning, opening up a new space and time for educational freedom to emerge. Drawing upon the work of Italian philosopher and critical theorist Giorgio Agamben, Lewis provides a conceptually and poetically rich account of the interconnections between potentiality, freedom, and study. Through a mixture of educational critique, phenomenological description, and ontological analysis, Lewis redeems study as an invaluable and urgent educational experience that provides alternatives to the economization of education and the cooptation of potentiality in the name of efficiency. The resulting discussion uncovers multiple forms of study in a variety of unexpected places: from the political poetry of Adrienne Rich, to tinkering classrooms, to abandoned manifestos, and, finally, to Occupy Wall Street. By reconnecting education with potentiality this book provides an educational philosophy that undermines the logic of learning and assessment, and turns our attention to the interminable paradoxes of studying. The book will be key reading for scholars in the fields of educational philosophy, critical pedagogy, foundations of education, composition and rhetoric, and critical thinking and literacy studies. (shrink)

There is considerable likelihood that Gottlob Frege began writing his Foundations of Arithmetic with the expectation that he could introduce his numbers, not with sets, but through some algebraic techniques borrowed from earlier writers of the Gottingen school. These rewriting techniques, had they worked, would have required strong philosophical justification provided by Frege's celebrated "context principle," which otherwise serves little evident purpose in the published Foundations.

Current sociological theories appear to have lost their general persuasiveness in part because, unlike the theories of the ‘classical era’, they fail to maintain an integrated stance toward society, and the practical role that sociology plays in society. The authors explore various facets of this failure and possibilities for reconstructing sociological theories as integrated wholes capable of conveying a moral and political immediacy. They discuss the evolution of several concepts (for example, the social, structure, and self) and address the significant (...) disputes (for example, structuralism versus humanism, and individual versus society) that have dominated twentieth-century sociological thought. Their ideas and analyses are directed towards an audience of students and theorists who are coming to terms with the project of sociological theory, and its relationship with moral discourses and political practice. The authors of these essays are sociological theorists from the United States, the United Kingdom and Canada. They are all established, but not ‘establishment’ authors. The book contains no orthodoxies, and no answers. However, the essays do contribute to identifying the range of issues that will constitute the agenda for the next generation of sociological theorists. (shrink)

Stereological techniques allow biologists to create quantitative, three-dimensional descriptions of biological structures from two- dimensional images of tissue viewed under the microscope. For example, they can accurately estimate the size of a particular organelle, the total length of a mass of capillaries, or the number of neurons or synapses in a particular region of the brain. This book provides a practical guide to designing and critically evaluating stereological studies of the nervous system and other tissues. It explains the basic concepts (...) behind design-based stereology and how to get started. Also included are detailed descriptions of how to prepare tissue appropriately, perform pilot studies and decide on the appropriate sampling strategy, and account for phenomena such as tissue shrinkage. Numerous examples of applications of stereological methods that are applicable to studies of the central system and a wide variety of other tissues are explained. The book is therefore essential reading for neurobiologists and cell biologists interested in generating accurate representations of cell and tissue architecture. (shrink)

(2003). Transiting the familiar and the strange. Philosophy & Geography: Vol. 6, No. 1, pp. 117-122.

Together again for the first time, Marx and Durkheim join forces in the pages of Disintegration: Bad Love, Collective Suicide, and the Idols of Imperial Twilight for a dialectical exploration of the moral economy of neoliberalism, animated, as it is not only by the capitalist chase for surplus value, but also by an immortal vortex of sacred powers. Classical sociology and psychoanalysis are reconstituted within Hegelian social ontology and dialectical method that differentiates between the ephemeral and free and the eternal (...) and fixed aspects of modern life. (shrink)

In ancient China, a revered Taoist sage named Zhuangzi told many parables. In Existential Psychology and the Way of the Tao, a selection of these parables will be featured. Following each parable, an eminent existential psychologist will share a personal and scholarly reflection on the meaning and relevance of the parable for psychotherapy and contemporary life. The major tenets of Zhuangzi's philosophy are featured. Taoist concepts of emptiness, stillness, Wu Wei (i.e. intentional non-intentionality), epistemology, dreams and the nature of reality, (...) character building in the midst of pain, meaning and the centrality of relationships, authenticity, self-care, the freedom that can come from one's willingness to confront death, spiritual freedom, and gradations of therapeutic care are topics highlighted in this book. (shrink)

What can we learn about the nature of technology by studying practices of maintenance and repair? This volume addresses this question by bringing together scholarship from philosophers of technology working at the forefront of this emerging and exciting topic. -/- The chapters in this volume explore how attending to maintenance and repair can challenge and complement existing ways of thinking about technology focused on use and design and introduce new philosophical perspectives on the relationship between technology, time and human practice. (...) They examine the significance of maintenance and repair practices at different scales in relation to a diverse range of philosophical traditions and a wide variety of technologies, from urban infrastructure such as bridges and buildings to data technologies such as servers and software systems. Together, the contributions highlight common themes in the philosophical study of maintenance, including the role of skill, the significance of social values and the potential of these practices to transform the technologies to which they are applied. By reflecting on the different ways in which we keep technologies going, from the devices we use in our homes to the large technical systems which surround us, this volume reveals the philosophical significance of practices of maintenance, not only as a source of new insights but also as a resource for enriching our understanding of a variety of existing topics in philosophy. -/- Maintenance and Philosophy of Technology will appeal to scholars and advanced students working in philosophy of technology, philosophy of engineering and science & technology studies. (shrink)

The history of the idea of progress and the history of the concept of progress are two different things, not least because they emanate from considerably different intellectual traditions. In anglophone history of ideas, progress has typically been viewed as a belief. Historians of ideas explore the past evaluating the extent to which a given society met certain conditions of belief. By contrast, in the history of concepts as developed by Reinhart Koselleck, progress has occupied the dual role of a (...) ‘basic concept’ that grasps modern sociopolitical reality and a ‘collective singular’ that aggregates previous and adjacent meanings in the one linguistic unit. This article compares these two historical research programmes, highlights their merits and deficiencies, and concludes by offering a new approach to the history of concepts as suggested by R.G. Collingwood’s theory of a scale of forms. In each of the approaches to the history of ideas and concepts addressed, particular attention is given to the problem of what qualifies as progress, and thus to a longstanding problem concerning the attribution of progress to past societies routinely excluded from its history, including those left out by Koselleck’s conventional secular-modern thesis. (shrink)

Inoperative Learning draws upon the movement towards a weak philosophy that is currently gaining ground in educational philosophy: this weak philosophy does not offer a set of solutions or guidelines for improving educational outcomes, but rather renders assumptions about the theory-practice coupling that is so popular in contemporary education inoperative. By arguing that such logic reduces education to merely instrumental ends, which can only be assessed in terms of predefined measurement tools, this book presents a challenge to contemporary notions of (...) education as learning. There are various forms of inoperative education that temporarily suspend the goal-directedness of learning. From the perspective of learning, the neutralization of progress, growth, and maturity would usually be seen as obstacles needing to be overcome on the path toward set goals. Yet Lewis argues that a serious investigation of inoperativity opens up possibilities that would be otherwise unavailable in a world fixated on the question of learning. In dialogue with philosophers (Agamben, Benjamin, and Esposito), as well as authors (Kafka and Walser), and qualitative researchers (Lather), Lewis turns our collective attention to what remains when concepts such as learning, child development, teacher effectivity, and personal growth are left idle. Inoperative Learning presents a radical rewriting of educational possibilities. It should therefore be of great interest to educational researchers and educational philosophers concerned with the question of alternative logics of education beyond learning. The book may also be of interest to educational policy specialists who are looking for new and innovative forms of critique and analysis. (shrink)

History educators find themselves in the peculiar situation of wishing to introduce students to the history discipline while lacking a clear conception of the features intrinsic to historical inquiry across its various specialisations and subject matters. In affirming that no one methodological charter hangs in the corridors of academic history departments, we fail to provide an adequate justification for an education in history. The doctrine that history is an exercise in disciplined knowledge, a specific way of knowing, is weakened by (...) disciplinary disquietude and dissimilitude. Three features impress themselves upon all who inquire into the past. In the learning and teaching of history, these three features assume a distinct structural shape. First, colligation consists in grouping the events and concepts to be studied according to their shared purposes. Second, historical distance, intimately tied up with tradition and collective memory, provides the means for identifying a past separate from the present to be studied in its own right. Third, reconstruction describes the process of supplying individual content to the general categories illuminated by the earlier stages. To work knowingly in this structure of historical inquiry offers no solutions to the problems of historical thinking, it is to work productively within these problems. (shrink)

In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is (...) missing a concept of democracy adequate to the biopolitical struggles of the multitude. Thus, I call for a synthesis of Dewey and Hardt and Negri in order to generate a biopedagogical practice beyond both traditional models of education as well as current standardization. (shrink)

Investors with a pro-social or sustainability agenda increasingly attempt to influence firm managers to adopt socially responsible behavior, either through positive/reward tactics or negative/punishment tactics. This paper considers how investors can use each approach to differentially influence managers to make more CSR investments. The paper uses game theory with an all-pay contest structure to model how a large institutional investor could reward firms for CSR activities by creating a socially responsible investment fund (reward contest) or punish firms via shareholder activism (...) (punishment contest). We identify conditions under which the punishment contest induces a higher level of CSR activity among firms compared to the reward contest. Managers bearing substantial private costs stemming from the activism is one such condition. Spillover effects are seen as the other managers in the economy engage in CSR to avoid being punished by the investor’s activism. This level of engagement is not the case when rewards are used—only those managers with an expectation of being rewarded increase their CSR activity in that scenario. This suggests, for example, that incorporating thresholds or tiers (e.g. gold, silver, and bronze-level winners) can increase the effectiveness of reward contests. Implications for designing both positive and negative CSR inducements are explored. We also identify the ethical dilemmas that relate to such influence attempts. (shrink)

In a recent articles David Mouton has argued that immortality is compatible with one sort of physicalism. I believe that he fails to establish this thesis and that, moreover, this article contains several misconceptions having to do with the topic of immortality.

It is time to bring the rich resources of these traditions into the contemporary debate about the nature of self. This volume is the first of its kind.

In an effort to disrupt the hegemonic dominance of learning theory, in this article Tyson Lewis explores the unique educational logic of studying. Drawing on the work of Giorgio Agamben, we can understand the operation of study as one of suspension through three modes: preferring not; no longer, not yet; and as not. But the relationship between the operation of suspension and the everyday mode of learning remains an open question requiring further analysis. In order to accomplish this task, (...) it is important to remember that for Agamben, study is a kind of profanation or improper life. Through examining Heidegger's analytic of Dasein's everyday being, Lewis demonstrates that the nature of study is always already saturated with the everyday, and is itself a contaminated process that is neither simply everyday living nor “authentic” existence. To be absolutely precise, the studier engages in idle talk, is curious, and is caught up in ambiguity in order to explore the seemingly uninhabitable zone that rests between everyday falling and authentically standing. Lewis concludes by offering Agamben's own work as a paradigm of study, illustrating how the smallest of freedoms opens to the studier: the freedom to dwell in potentiality. (shrink)

In this paper, Tyson E. Lewis challenges the dominant theoretical and practical educational responses to globalization. On the level of public policy, Lewis demonstrates the limitations of both neoliberal privatization and liberal calls for rehabilitating public schooling. On the level of pedagogy, Lewis breaks with the dominant liberal democratic tradition which focuses on the cultivation of democratic dispositions for cosmopolitan citizenship. Shifting focus, Lewis posits a new location for education out of bounds of the common sense of public versus (...) private, nationalism versus cosmopolitanism, inclusion versus exclusion, human versus civil rights. This is the space of the commonwealth whose actors cannot be identified as ‘citizens’ but are rather the anonymous multitude. In conclusion, Lewis finds a model for organizing this commonwealth in the work of Ivan Illich, whose learning networks speak to the urgent political and pedagogical need for exodus from the conceptual vocabulary that defines much of the contemporary field of educational theory. (shrink)

In Ontological Aspects of Early Jewish Anthropology, Tyson L. Putthoff combines contemporary theory and sound exegesis to understand early Jewish beliefs about how the human self reacts ontologically in God s presence.".

In response to the growing emphasis on learning outcomes, life-long learning, and what could be called the learning society, scholars are turning to alternative educational logics that problematize the reduction of education to learning. In this article, we draw on these critics but also extend their thinking in two ways. First, we use Giorgio Agamben and Gilles Deleuze to posit two educational logics—tinkering and hacking, respectively—that suspend and render inoperative learning logics, expectations, and evaluative metrics. Second, we argue that contemporary (...) artists and designers such as Katerina Kamprani and Grupo de Arte Callejero have much to offer educational philosophers and theorists interested in practices of suspension. In conclusion, we suggest ways in which educators can tinker with and hack into the curriculum by playing with the quintessential embodiment of learning: the test. (shrink)

Researchers consistently report that individuals see themselves acting far more ethically than comparable others when confronted with ethically uncertain work-related behaviors. They suggest that this belief encourages unethical conduct and contributes to the degeneration of business ethics; however, they have not specifically investigated the consequences of this belief. If undesirable work behaviors actually do occur, educators and other ethics advocates would be strongly encouraged to dispel this widely held notion.In the present study, data was collected from college students and practicing (...) accountants regarding how they and others would respond to ten ethical scenarios. Participants' perceptions were calculated and correlated to their decision in a hypothetical business case. Analysis indicated that individuals, regardless of age, gender, or work status, see themselves acting far more ethically than others. It also disclosed significant association between participants' own attitudes and the case response, but no significant association between the response and their attitudes relative to those perceived to be held by others. Believing that everyone else is less ethical, therefore, appears to have little impact on work behavior. (shrink)

In this article, the author rethinks critiques of the learning society using Giorgio Agamben’s theory of potentiality. Summarizing several major contributions to our understanding of the limitations of the discourse of learning, the author proposes that critics thus far have failed to fully pinpoint the exact danger of learning. Importantly, learning is not only a rejection of the democratic or political dimension of education but it is first and foremost predicated on a false ontology of potentiality. What is put at (...) risk in learning is a sacrifice of our (im)potential, our capacity to be or not to be this or that within the order of things. Through a reconstruction of Agamben’s theory of studying, the author argues for a different conceptualization of freedom in education, of teaching, and of the time of education. (shrink)

In this article, the author argues that the question of educational time is absolutely essential in contemporary debates concerning the fate of the university. In order to examine the nature of educational time, this article first outlines Heidegger's distinction between temporality and Temporality. Second, the author makes a clarification between inauthentic and authentic learning as two forms of educational temporality. Here the article turns to the work of Hubert Dreyfus and Stuart Dreyfus on expert skill building versus standardised or generic (...) forms of learning. When inauthentic and authentic forms of temporality are brought to light through this distinction, new ways of understanding the convergence and divergence of learning modes open up for critical reflection. Third, the article suggests that while differentiations internal to learning are critical in the struggle to define the nature of education, education cannot be reduced to its temporalising forms. At this point, the work of one of Heidegger's late students, Giorgio Agamben, becomes important for grounding the educational experience in Temporality through study. At stake here is carving out a time in education for enpresencing versus self-projection through action. And finally, the article turns back to Hediegger in order to see the ethical limitations of too quickly collapsing education into learning—even if that learning is authentic. (shrink)

Walter Benjamin's Antifascist Education is the first comprehensive analysis of educational themes across the entirety of the critical theorist's diverse writings. Starting with Benjamin's early reflections on teaching and learning, Tyson E. Lewis argues that the aesthetic and cultural forms to which Benjamin so often turned-namely, radio broadcasts, children's theatrical productions, collections, cityscapes, public cinemas, and word games-swell with educational potentialities. What emerges from Lewis's reading is a constellational curriculum composed of minor practices such as poor teaching, absentminded learning, (...) and nondurational studying. This curriculum carries political significance, offering an antidote to past and present forms of fascist manipulation, hardness, and coldness. Walter Benjamin's Antifascist Education is a testimony to Benjamin's belief that "everyone is an educator and everyone needs to be educated and everything is education.". (shrink)

In this article, the author argues that the question of educational time is absolutely essential in contemporary debates concerning the fate of the university. In order to examine the nature of educational time, this article first outlines Heidegger's distinction between temporality and Temporality. Second, the author makes a clarification between inauthentic and authentic learning as two forms of educational temporality. Here the article turns to the work of Hubert Dreyfus and Stuart Dreyfus on expert skill building versus standardised or generic (...) forms of learning. When inauthentic and authentic forms of temporality are brought to light through this distinction, new ways of understanding the convergence and divergence of learning modes open up for critical reflection. Third, the article suggests that while differentiations internal to learning are critical in the struggle to define the nature of education, education cannot be reduced to its temporalising forms. At this point, the work of one of Heidegger's late students, Giorgio Agamben, becomes important for grounding the educational experience in Temporality through study. At stake here is carving out a time in education for enpresencing versus self-projection through action. And finally, the article turns back to Hediegger in order to see the ethical limitations of too quickly collapsing education into learning—even if that learning is authentic. (shrink)

Electricity deregulation was meant to improve the quality of people’s lives by lowering the cost of a critical commodity. In every state that has chosen deregulation, however, power companies, free from the oversight of state regulators, have increased prices and, in California’s case, have driven a utility to bankruptcy. It is clear that deregulation was intended to benefit the energy industry more than consumers by removing cost-based regulations that restricted corporate profits but guaranteed low prices and reliable service to consumers. (...) Deregulation proponents argued that California’s commitment to strong air quality standards prevented development of adequate power plant construction and that not a single power plant was constructed in California in the 1990s. This claim is refuted through an examination of California Energy Commission data. Although other states’ experiences are not as dramatic as California’s, serious problems will emerge if deregulation continues to dominate the policy agenda. (shrink)

This article charts Derrida’s performances in front of the camera and argues that several different film retellings of his 1982 imprisonment in Prague articulate the connections between spectrality and Law. If spectrality disrupts the binary of presence and absence, then we must not only show how there is a ghostly presence within the context of film viewing, but also how being photographed is a matter of embracing blindness and a postal logic. The Prague imprisonment was an intriguing event in Derrida’s (...) life because it seemed to go hand-in-hand with revoking his self-imposed ban on his public image, beginning with his first television interview on Antenne 2. Why does Derrida replay this scene, re-enact it, indefinitely? How does the recurring trope of blindness in his writings relate to both the imprisonment and the experience of being photographed? The television and film retellings in Ghost Dance (McMullen, 1983), D’ailleurs, Derrida (Fathy, 1999), and, finally, Derrida (Dick and Ziering Kofman, 2002) could be a way of changing the ghosts that haunt that scene: from fear and anguish in the first television version to openness towards the other in D’ailleurs, Derrida, where the place and time of the event are not named. (shrink)