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  1. Biopolitical Utopianism in Educational Theory.Tyson Lewis - 2007 - Educational Philosophy and Theory 39 (7):683–702.
    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 (...)
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  • Meetings Across the Paradigmatic Divide.Peter Moss - 2007 - Educational Philosophy and Theory 39 (3):229–245.
    The problematique addressed by the article is the growth of a dominant discourse in early childhood education and care, which has a strong effect on policy and practice, paralleled by an increasing number of other discourses which problematise most of the values, assumptions and understandings of the former. Yet there is very little engagement between these discourses, in large part because they are situated within different paradigms—modernity in the former case, postfoundationalism in the latter. The author argues that the absence (...)
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  • Pedagogies From No‐Where, a Review of Edutopias: New Utopian Thinking in Education.Tyson Lewis - 2007 - Educational Philosophy and Theory 39 (2):216–220.
  • On Educating While Hoping for the Impossible: Gabriel Marcel’s Absolute Hope as a Rejection of Educational Instrumentalism.Oded Zipory - 2018 - Studies in Philosophy and Education 37 (4):383-399.
    Over the last 20 years, there has been an increase in philosophical inquiries of hope both in philosophy of mind and of virtue as well as in the philosophy of education. This paper wishes to add to this discussion by presenting the analysis of hope by French existentialist philosopher and theologian Gabriel Marcel and examining its possible contribution to educational practices and beliefs. As one of the very few modern, systematic accounts of hope, Marcel’s provocative conception of it and his (...)
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  • A Pragmatic Utopia? Utopianisms And Anti-Utopianisms In The Critique Of Educational Discourse.Christopher Martin - 2006 - Paideusis: Journal of the Canadian Philosophy of Education Society 15 (2):37-50.
    This paper seeks to address what I claim are competing utopian and anti-utopian impulses within educational discourse aimed at formulating a just and fair conception of public education. On the one hand, there is a tendency to prescribe concrete utopias – normative blueprints that claim to portent how a redeemed public education will be. On the other hand, there is the tendency to prescribe material revolutions – strategic blueprints that dictate the kinds of political action that educators must undertake in (...)
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  • Relationships of Virtue: Rethinking the Goods of Civil Association.Jon Nixon - 2006 - Ethics and Education 1 (2):149-161.
    This paper focuses, not on the existing conditions of institutional association, but on hoped-for conditions that would have to be met for professional relationships within higher education to aspire to what Aristotle referred to as ?virtuous friendship?. Such relationships, it is argued, constitute the social content of hope in that they look to new perspectives on institutional renewal and professional regeneration. They provide a context of mutuality and reciprocity within which individuals can begin to realise, through the acquisition of ?functional (...)
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  • Pedagogies of Hope.Darren Webb - 2013 - Studies in Philosophy and Education 32 (4):397-414.
    Hoping is an integral part of what it is to be human, and its significance for education has been widely noted. Hope is, however, a contested category of human experience and getting to grips with its characteristics and dynamics is a difficult task. The paper argues that hope is not a singular undifferentiated experience and is best understood as a socially mediated human capacity with varying affective, cognitive and behavioural dimensions. Drawing on the philosophy, theology and psychology of hope, five (...)
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  • Hoping and Democracy.Sarah M. Stitzlein - 2018 - Contemporary Pragmatism 15 (2):228-250.
    Too often, hope is described in individualist terms and in ways that do not help us understand contemporary democracy or offer ways to improve it. Instead, I develop an account of hope situated within pragmatist philosophy that is rooted in the experiences of individuals and grows out of real life circumstances, yet cannot be disconnected from social and political life. This account can help us to better face current political struggles related to hopelessness and despair, all the while building democratic (...)
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  • Meaningful Hope for Teachers in Times of High Anxiety and Low Morale.Carrie Nolan & Sarah Marie Stitzlein - unknown
    Many teachers struggle to maintain or build hope among themselves and their students in today’s climate of high anxiety and low morale. This article describes and responds to those challenging conditions. It offers teachers and scholars of education a philosophically sophisticated and feasible understanding of hope. This notion of hope is grounded in pragmatism and grows out of the pragmatist commitment to meliorism. Hope is described as a way of living tied to specific contexts that brings together reflection and intelligent (...)
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  • Kartiranje Tistega, Česar Ni Mogoče Kartirati: Dihotomije Utopianizma.Ernest Ženko - 2017 - Filozofski Vestnik 38 (1).
    Enega izmed največjih izzivov sodobnega utopianizma predstavlja protislovje med pozitivno usmerjenostjo v prihodnost in njenimi negativnimi reprezentacijami. V nasprotju s prevladujočimi pristopi, ki so usmerjeni k širokim in vseobsegajočim opisom utopije na podlagi nekega koncepta, avtor pričujočega prispevka zagovarja prepričanje, da obstaja ustreznejši način dojemanja utopije in utopianizma, ki napreduje prek vrste dihotomij, nasprotij ali celo paradoksov. Od zgodnjih utopičnih strategij, katerim lahko sledimo več tisočletij v preteklost, do primerov iz dvajsetega in enaindvajsetega stoletja, je utopija vedno izražala nasprotujoče si (...)
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  • Minimal Utopianism in the Classroom.Emile Bojesen & Judith Suissa - 2018 - Educational Philosophy and Theory 51 (3):286-297.
    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 (...)
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