This article introduces a form of ‘conversation’ distinct from dialogue or dialectic to the context of educational theory, practice, and research. Through an engagement with the thought of Maurice Blanchot, this paper outlines the conditions he attributes to conversation in the form of plural speech, its relationship to research, how it can be educational, and speculatively concludes by considering how it can operate productively within and around educational institutions. As such, this paper provides an original intervention into educational philosophy and (...) theory, which relies on a close reading of key sections of Blanchot's The Infinite Conversation, and reflections on the distinctiveness of his argument in relation to contemporary theoretical approaches, as well as the significance of his thought and its application here to the broader questions of what non-prescriptive theory might have to offer educational research and practice. (shrink)

This paper asks the question of how we can situate the educational subject in what Luciano Floridi has defined as an ‘informational ontology’. It will suggest that Jacques Derrida and Bernard Stiegler offer paths toward rethinking the educational subject that lend themselves to an informational future, as well as speculating on how, with this knowledge, we can educate to best equip ourselves and others for our increasingly digital world. Jacques Derrida thought the concept of the subject was ‘indispensable’ as a (...) function but did not subscribe to or accept any particular theory of how a subject could be defined or developed because it was always situated in and as a context. Following Derrida, Bernard Stiegler explains in Technics and Time: 1 that ‘the relation binding the “who” and the “what” is invention’. As such, the separation between self and world can be seen as artificial, including if this world is perceived wholly or partly as technological, digital or informational. If this is the case, a responsibility is placed on the educator and their part in ‘inventing’ this distinction for future generations. How this invention of the educational subject is negotiated is therefore one the many philosophical tasks for digital pedagogy. (shrink)

Positive ignorance is the putting in to question of, and sometimes moving on from, the knowledge we think we have, and asking where it might be just or helpful to do so. Drawing primarily on the work of Barbara Johnson, this article shows how the notion of positive ignorance might be offered as a tool in the context of education and educational research. Partly a critical development of Richard Smith's argument in ‘The Virtues of Unknowing’, I attempt to understand ‘unknowing’ (...) as an active rather than passive form of ‘not knowing’, in a manner that challenges some aspects of ‘the virtues of unknowing’ and its concomitant epistemological and ethical positions, not least those tied to Smith's advocacy for what he calls the ‘well-stocked mind’. Unknowing, in my reading, is not a dispositional acceptance of the desirability of nonknowledge, instead, unknowing is a means of epistemological resistance, especially against that which, often with very real social and political consequences, is presented as self-evident. (shrink)

This article proceeds from a consideration of what John Baldacchino calls ‘viable ignorance’, attempting to take leave from the critical and pedagogical obligations of certain elements of Barbara Johnson's ‘positive ignorance’. It considers Friedrich Nietzsche, Jean-François Lyotard and the composer, Karlheinz Stockhausen's reflections on modes of experience, and the cultivation of complementary dispositions, where the knowing, egocentric subject is transformed into, or undermined as, what Nietzsche calls ‘a medium of overpowering forces’. The disposition itself is outlined through close readings of (...) key elements of Nietzsche's notebooks, Lyotard's final chapter of Libidinal Economy (1993), and Stockhausen's lecture, ‘Intuitive Music’ (1971) and developed through supplemental practice-as-research activity in sound. The intention of this paper is to explore the space of aesthetic ignorance as committedly as possible, without reverting constantly to positive ignorance. (shrink)

This paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way ‘better’ or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for this essay (...) are forms of educational thought which, through fate or design, exclude the passive dimension, either within or outside of formal educational settings. An underlying component of this argument is therefore also that education does occur outside of formal educational settings and that, contra Gert Biesta and his critique of ‘learnification’, we may gain rather than lose something by attending to it as education. (shrink)

The primary purpose of this paper is to outline the conceptual means by which it is possible to be optimistic about education. To provide this outline I turn to Ian Hunter and David Blacker, after a brief introduction to Nietzsche’s conceptions of optimism and pessimism, to show why certain forms of optimism in education are either intellectually unhelpful or dispositionally helpless in the face of current educational issues. The alternative form of optimism—which I argue is both intellectually and practically helpful—is (...) drawn from a reading of Friedrich Nietzsche. This reading of Nietzsche is not a simple exercise representing his views. As Nietzsche never explicitly advocated for any form of optimism—and frequently advocated against many of its manifestations—drawing what I call ‘a new version of optimism’ from his writings is no straightforward task, and certainly not without risk. As such, I have extended my readings of Nietzsche across his entire oeuvre, including his writings unintended for publication from his Nachlass. At the core of my argument is the claim that when Nietzsche was sketching out what he called ‘a new version of pessimism’, it was actually quite close to what we might now call ‘a new version of optimism.’ This first claim precipitates a second, which is that this new version of optimism is not only especially suited to contemporary educational thought and practice but is itself a description of an educational experience and disposition. (shrink)

Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships that philosophy can have with education. These engagements, alongside a reading of 'The Antinomies of the Philosophical Discipline: Letter Preface', show how Derrida’s thought can prescribe no educational programme and instead troubles educational proclamations and certainties. Throughout his life, Derrida negotiated his relationships to the educational systems and institutions to which he was responsible, these negotiations, though, were (...) not indicative of a belief in any ontologically grounded educational truth. Quite to the contrary, as I will claim, Derrida’s thought is remarkable for its deflation of the myth, stretching at least as far back to Plato’s Republic, that philosophy can discover and prescribe the practical means for its own educational good. The argument presented in this article is that Derrida’s thought is particularly fertile when it comes to educational reflection precisely because it does not close down, presuppose, or prescribe, and that these characteristics also allow for generative contradictions in Derrida's educational and philosophical thought and practice. (shrink)

This paper attempts to reintegrate the concept of plasticity into educational philosophy. Although John Dewey used the concept in Democracy and Education it has not generated much of a critical or practical legacy in educational thought. French philosopher, Catherine Malabou, is the first to think plasticity rigorously and seriously in a contemporary philosophical context and this paper outlines her thinking on it as well as considering its applicability to education. My argument is that her definition not only successfully reintroduces the (...) concept in a way which is generative for contemporary educational philosophy and practice but that it also significantly extends the remit of educational plasticity as previously conceived by Dewey. This paper will examine the concept of educational plasticity as providing an opportunity as well as ‘the feeling of a new responsibility’ towards the plastic subject in philosophical approaches to education. (shrink)

In this paper, we build on recent work on the role of the ‘utopian pedagogue’ to explore how utopian thinking can be developed within contemporary higher education institutions. In defending a utopian orientation on the part of HE lecturers, we develop the notion of ‘minimal utopianism’; a notion which, we suggest, expresses the difficult position of critical educators concerned to offer their students the tools with which to imagine and explore alternatives to current social and political reality, while acknowledging the (...) contingent ethical constraints of the system within which they and their students are working. While agreeing with utopian theorists such as Darren Webb who have defended the need for ‘blueprint utopias’ in education in the face of the reduction of the idea of utopia to a purely process-oriented pedagogy, our focus here is on the prior educational task of providing the conceptual and communicative tools for utopian thinking to emerge. The collaborative nature of this paper is ref... (shrink)

The nature of educational experience is so variously defined as to be a significant point of debate before conversation on its merits or practice can take place. Emile Bojesen contends that educato...

This paper is an attempt to sketch out the conceptual possibility of what is given the name remuant existence. That is to say, a changeable, restless and fickle existence. The word remuant, no longer in common use in the English language, is an adjective. Its meaning offered here is used to designate what will be considered the qualifying attribute of existence, which is to make the point that existence is remuant existence. Existence is a common noun and thereby grammatically a (...) universal but if it cannot exist without being remuant its nominal universality is of no significance. The universality of existence does not mean anything; only remuant existence has meaning. The articulation of this concept, and those which are concomitant with it, is primarily an untangling of the remuant from the critique of presence and of the subject offered by Jacques Derrida, whose influence remains visitant throughout. (shrink)

For Rousseau, there are only three things he does not reason away apart from reason itself: self-interest, the good and, at least until Emile, pity. This paper argues that it is Rousseau’s original formulation of pity in the Second Discourse that is able to provide the extra-rational conception of ethics that his political and educational philosophy lacks when limited to a reading of the Social Contract and Emile. This paper will also show how the reconceptualisation of these existential (...) predicates is usefully aligned with a reading of Derrida’s conceptions of immunity and autoimmunity. By reconceiving Rousseau’s educational and political thinking in terms of the primacy of pity rather than reason, this paper will present a kind of philosophical prototype for beginning to rethink contemporary educational and political logic in terms of the primacy of pity more generally. (shrink)

This paper argues against dominant philosophical interpretations of Melville’s Bartleby, the Scrivener and submits it to an educational reading. It problematizes readings (such as those of...

Volume 51, Issue 10, September 2019, Page 1061-1062.

This special issue of Studies in Philosophy and Education neither rejects, nor offers outright alternatives to the dominant contemporary model of education, but instead explores its margins and the possibilities they might offer for administrators, teachers and students within institutions and broader social contexts. The intention of the editors and contributors has been to tweak the focus from a critique of an oppressive system to a mapping of that system and the opportunities that exist within it–or on its margins–in spite (...) of itself. (shrink)

Educational resistance is, here, examined in two of its possible inflections. First, as resistance to educational imposition. Second, as a form of resistance which might itself be educational. Jean-François Lyotard's reflections on 'anamnesic resistance' are developed in the context of educational thought, and then read up against proposals for philosophically informed educational reform by Bernard Stiegler. Stiegler's approach, based in part on a critique of Lyotard, is called in to question, both in terms of its reading of Lyotard and the (...) impositional educational logic it follows. Additionally, this article incorporates a novel application of a practice-as research methodology, in aid of illuminating and exemplifying the central dimensions of its argument, utilising sound as a means of philosophical research and 'anamnesic resistance'. (shrink)

The Idea of Disability in the Eighteenth Century is a wide-ranging collection of essays that explores philosophy, biography, and texts about and by disabled people living in the eighteenth century. The book, which introduces and affirms the notion that disability studies predates most United States and United Kingdom findings by more than a hundred years, will be of interest to philosophers, historians, sociologists, and literary scholars.

A multi-disciplinary and inter-disciplinary volume exploring the damage to the arts, arts’ funding and education through the rhetoric, manipulation and auditing of value. The collection includes contributions from anthropology, the history of art, literature, education, musicology, political science, and philosophy.

The 50th anniversary of the publication of Anti-Oedipus in 1972, just a few years after the events in May-June 1968 in Paris, affords us the opportunity to reflect on the very simple question, what...

A l'epoque ou le pragmatisme se presente comme la seule theorie de la verite existante, Emile Durkheim propose, dans ce cours inedit prononce a la Sorbonne en 1913-1914, de s'interroger sur les rapports que cette pensee entretient avec la sociologie et la philosophie. Se demarquant d'emblee des theses majeures du pragmatisme, Durkheim n'en reconnait pas moins la puissance critique a l'egard du rationalisme, et insiste sur les enjeux qui naissent d'une telle confrontation. Si l'ensemble de la tradition philosophique et (...) de la culture francaise est rationaliste, alors l'etude detaillee du pragmatisme en tant que forme possible de l'irrationalisme (de ses origines comme de ses formes recentes, notamment dans la pensee de William James) se justifie aussi bien d'un point de vue national que d'un point de vue strictement philosophique. (shrink)

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Der Mensch ist das sprechende Lebewesen. So lautet eine der altesten Definitionen des Menschen, die heute - auch mit Blick auf neuere Forschungen zur Tiersprache und zur Computersprache - zu prazisieren und zu begrunden ist: Wie bildet sich die Sprache im menschlichen Leben heraus? Was beinhaltet das Sprachvermogen und welches ist seine existentielle Bedeutung fur den Menschen? Dass der Mensch sich aussern und anderen mitteilen kann, dass er mit Worten die Welt erkunden und erfassen kann, dass er sich uber sich (...) verstandigen kann - all dies gehort zum Wunder der Sprache, das sein Leben im Ganzen durchdringt. Sprache, das zeigt dieser Band, ermoglicht es dem Menschen, ein wahrhaft menschliches Leben zu fuhren. (shrink)

Das Buch erkundet Wege und Umwege des Gedachtnisses in Philosophie und erzahlender Literatur. Es fragt nach der existentiellen Bedeutung der Erinnerung: Wieso verlangt der Mensch nach Erinnerung? Wonach strebt die Suche nach der verlorenen Zeit? Lebenserinnerung verfolgt ein zweifaches Ziel: die zerrinnende Zeit anzuhalten und sich in seinem Leben gegenwartig zu werden. Sie wehrt sich gegen das Vergehen und Vergessen, in ihr sucht der Mensch sich zu finden und sich uber sein Leben zu verstandigen. Erinnerung vollzieht sich in mannigfachen Formen. (...) Das Vergangene kann in spontanen Bildern wiederkehren oder verschlossen sein und sich nur der beharrlichen Arbeit des Gedachtnisses offnen; Erinnerungen konnen in Leidenserfahrungen und in Glucksversprechen wurzeln. Sich erinnern entspricht einem ursprunglichen Bedurfnis der Menschen und geht ein in den Vollzug eines gelingenden Lebens. (shrink)

Excerpt from Schelling Cette ardente propagande en faveur de Fichte, tout au tant que l'appréciation de Fichte lui - mème, ont amené à désigner sous le nom de période fichtéenne l'époque de Tü bingen et de Leipzig Où Schelling écrit ses premiers trai tés de philosophie générale un accord complet avec Fichte aurait donc précédé la période suivante qui est celle de la philosophie de lanature. Pourtant de ces traités les uns, écrits a Tübingen, sont antérieurs aux études physiques de (...) Leipzig, tandis que les autres, écrits à Leipzig, sont de la mème époque que les deux premiers grands traités de philosophie de la Nature. Or Metzger a démontré récem ment par une analyse très serrée des traités de l'époque de Tübingen que l'influence de Fichte fut, dès le début, beau coup moins considérable qu'on ne le croit en général. La doctrine de Fichte reposait sur le criticisme kantien, qui est une doctrine de la connaissance etschelling, peu au courant des idées de Kant, ne se place pas au point de vue de la théorie de la connaissance pour la comprendre et la juger. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

Il a existé un paradigme de la démarche dialectique en philosophie, illustré par une succession continue d'auteurs, entre Platon et Lacan. Ce paradigme concerne un noyau rationnel de la contradiction formé de trois temps : une double composante statique (structure) et dynamique (mouvement), ainsi que l'articulation de ces deux versants en un produit. C'est de ce paradigme de la contradiction dialectique que la philosophie en France ne semble plus avoir su faire usage dans la période consécutive à 1968. L'usure de (...) ce paradigme d'origine judaïque, grecque, française et germanique aurait alors cédé la place à l'invasion des variantes d'un hyper-empirisme anglo-américain, scientiste, opportuniste et niveleur. Ce mouvement aurait été servi en France par l'expansion de l'idéologie structuraliste postérieure aux années 60. Lacan semble à peu près le seul parmi ses contemporains à avoir maintenu et enrichi les traits de ce paradigme dialectique par sa démarche de pensée, sous forme d'un hypermodèle transdialectique 2/3/4. Le désenchantement à l'égard de ce paradigme se perçoit de façon significative dans le remarquable panorama qui a été produit de la philosophie française entre 1960 et 2000 par Alain Badiou (2008, 2013). Le déclin de ce paradigme comporte le corollaire d'un effacement de l'humanisme européen traditionnel, dont relèvent à la fois la mise en question de la psychanalyse, l'intrusion d'un mode de pensée convenant à l'homme cybermachine, et la nouvelle nosologie biologisante en psychiatrie. Ce livre est écrit en jumelage avec un second, intitulé Althusser et quelques autres, Notes de cours 1958-1959 : Hyppolite, Badiou, Lacan, Hegel, Marx, Alain, Wallon. (shrink)

ldquo;Archaeology has revolutionized the study of history. It has broadened the horizons almost as much as the telescope did for the vision of astronomy in space; just as the microscope revealed to biology that under the form of large organisms is hidden the life of infinitesimal cells. Finally it has modified historic study in the same manner that radioactivity altered chemistry.”V. Gordon Childe,Progress and Archaeology,London, 1945, p. 2.Fifteen years ago, at the XII International Congress of Historic Sciences (Vienna, 1965), when (...) historians finally decided to address the problem of “acculturation” (a concept and term first formulated and defined by sociologists), their reaction, with few exceptions, proved to be rather hesitant. (shrink)

Die Frage nach dem Ursprung hat die Menschen in allen Kulturen und Epochen beschäftigt. In besonderer Weise bestimmt sie das Denken der Philosophie, das nach klassischem Verständnis der Erforschung der ersten Ursachen und Prinzipien gilt. Es schließt darin an die Fragerichtung des Mythos an, der seinerseits von ersten Anfängen und Gründen berichtet. Auch außerhalb der Philosophie, in Wissenschaften, Weltbildern und Religionen, in Theorien der Natur und der Geschichte, bilden Vorstellungen vom Ursprung in vielfachen Abwandlungen Leitideen des Fragens und der Orientierung. (...) Die Frage nach dem Ursprung ist nicht auf eine Frage zu reduzieren und nicht durch eine Auskunft zu beantworten. Sie gehört in den Kreis jener offenen Fragen, die das Denken nach Kant nicht beantworten, aber ebenso wenig abweisen kann. Die vorliegenden Aufsätze bieten Diskussionsmaterial zur Heterogenität der Fragestellungen und reflektieren das Spannungsverhältnis, das dem Ursprungsbezug insgesamt innewohnt. (shrink)