Whether second language teaching contributes to the enslavement or empowerment of learners has become a branch in Teaching English to Speakers of Other Languages research. More and more discussions are emerging, and they tend to base on more and more diverse theoretical frameworks. This article aims to shed light on this issue by exploring it from a Hegelian framework of language. Among Hegel’s theories of language, two notions, namely, mutual recognition and universalisation of culture are selected for discussions. The conclusion (...) is that based on Hegel’s theories of language L2 teaching has a stronger tendency of contributing to the empowerment of learners. (shrink)

This article examines four related aspects of Hegel's approach to the teaching of philosophy and to the philosophy of the teacher. Specifically, it highlights some of the views Hegel expressed on education in general whilst Rector of the Nuremberg gymnasium; describes his opinions on the place of philosophy within the school curriculum and the structure of the philosophy course which he designed for his pupils; examines the pedagogy which he employed in teaching his system of philosophy; and offers preliminary comments (...) on his insights into the contradictions which resist the abstract identity of the teacher. (shrink)

In 1970, the Italian feminist Carla Lonzi published her now-classic polemic urging women to “spit on Hegel”. Disregarding her advice, many subsequent feminist theorists and philosophers have engaged substantially with Hegel's thought, and a wide variety of feminist readings of Hegel have sprung up. The aim of this paper is to provide an overview of these different feminist criticisms and interpretations of Hegel. In introducing these various interpretations, I will show how they reflect a range of divergent feminist approaches to (...) the history of philosophy as a whole. My aim is not only to describe but also to evaluate these approaches, with respect to their capacity to generate insightful and productive readings of Hegel's philosophy. I shall argue that what I will call the “essentialist” feminist approach to Hegel is the most fruitful, doing most to illuminate the contours of his thought and to open up new and creative ways of reading his works.To anticipate, in surveying the various feminist interpretations of Hegel, I will classify them as reflecting four different types of feminist approach to the history of philosophy. The first, “extensionist” approach draws upon the history of philosophy for conceptual resources to understand and explain women's social situation. The second approach is more critical, tracing the pervasiveness of “masculinist” assumptions and biases in the history of philosophy. To call views “masculinist” is to say that they uphold systematic and hierarchical contrasts between masculinity and femininity, contrasts which need not be explicit but may be sustained through contrasts between other ostensibly neutral concepts which actually have tacit gender connotations. This critical approach generates an overwhelmingly negative picture of the philosophical tradition. The third, “essentialist” approach complicates this picture, recovering and highlighting the strands within historical texts which revalorise concepts or items that are given feminine connotations. These often overlooked strands oppose the dominant masculinist tendencies in texts by assigning equal importance and value to “symbolically feminine” concepts. However, proponents of the fourth, “deconstructive” approach object that essentialist readings of philosophical texts accept and reinforce patterns of gender symbolism which feminists ought to challenge. Deconstructive feminists seek to expose and exacerbate the instability within these patterns of gender symbolism by tracing how philosophical texts continuously undermine the gender contrasts present within them. (shrink)

This thesis develops an Hegelian philosophy of education by presenting the concept as the comprehension of the dialectic of enlightenment. It begins by examining recent critical theory of education which has employed Habermas's idea of communicative action in order to reassess the relationship between education and political critique. It goes on to expose the flaws in this approach by uncovering its uncritical use of critique as the method of enlightenment. Enlightenment as overcoming presupposes enlightenment as absolute education. The philosophical issues (...) raised here are then substantially examined by returning to Habermas in order to trace the presupposition of critique as method in his theorizing. It is argued that Habermas also presupposes critique as absolute enlightenment, or overcoming, in both the emancipatory knowledge-constitutive interest and in The Theory of Communicative Action, and further, that it is this presupposition which returns as the contradiction of the dialectic of enlightenment in his work. Horkheimer and Adorno's Dialectic of Enlightenment is then itself examined along with Adorno's Negative Dialectics. Here it is argued that although this work marks an educational and philosophical development over Habermas, nevertheless its authors also presuppose the identity of enlightenment, this time in the claim that the dialectic of enlightenment, and negative dialectics, are not a determinate negation. The thesis shows how Habermas and Adorno, in their respective views of the dialectic of enlightenment, repeat but do not comprehend the selfdetermination which is the actual in Hegelian philosophy. The final chapter of the thesis employs Hegelian philosophy to re-examine the aporia of education as method. It argues that the dialectic of enlightenment is actual when it is recognized as the self-education of philosophical consciousness, and is the identity and non-identity which is the concept. The implications of Hegelian philosophy of education as the recognition of misrecognition are then explored, first with regard to rethinking the identity of the teacher in civil society and developing the concept as ethical pedagogy; and then to recognizing critique as comprehensive education with regard to the state in civil society. (shrink)