Slavoj Žižek's philosophy spans over more than three decades, which is confirmed by the numerous books he published since the late 1980s. Since his thinking about the idea of logos is no exception, this article focuses on what can be termed Žižek's early philosophy, and especially that depicted in his The sublime object of ideology (1989) and The metastases of enjoyment (1994). Whilst the former underlines the psychological aspects of the logos, the latter focuses more on theories about being, as (...) well as on theological considerations. This is why, three uses of the logos were identified in Žižek's thought: psychological, ontological and theological, all three with a clear focus on the human being as conceived in modern thought, which for Žižek seems to be utterly opposed to traditional thinking about man and his relationship with God. It is clear from Žižek that whilst the notion of God does appear in this thought, it only refers to the human being which encapsulates the essence of Žižek's philosophy to the point that the logos itself is a fundamental feature of the human being's material existence in the natural world. Regardless of whether the logos points to psychology, ontology or divinity (theology), it always emerges as an idea which centres on the human being, with a special interest in how it exists as well as how it works in the world. (shrink)

This paper seeks to bring John Dewey’s pragmatist philosophy of democratic education and the public into dialogue with Ernesto Laclau’s theory of populism. Recognizing populism as an integral aspect of democracy, rather than as its antithesis, the purpose of this paper is to provide a theoretical account of populism as being of educational relevance in two respects. First, it argues that the populist logic specifies a set of formal elements by which democratic education could operate as a collective enterprise. Second, (...) it asserts that the notion of populism supplements any congenial understanding of democratic education by bringing political demands, conflicts and affects to the fore. Finally, the paper discusses the risks and possibilities inherent in visualizing populism as an educational modus. (shrink)

ABSTRACTSocial constructionism, and Ernesto Laclau and Chantal Mouffe’s discourse theory in particular, are well-known for their anti-essentialist understanding of identity. Hence these discourses have theoretically been utilized for understanding social identity construction and for deconstructing identities. However, I claim that social constructionism and Laclau and Mouffe’s discourse theory may have the as yet non-theorized operation of detecting and combating wholesale indictments of identities. This operation helps us diagnose how ethnic identity and affect become incriminated as supposedly inextricably intertwined with racism, (...) chauvinism and related pathologies. Yet interestingly, instead of unveiling and critiquing the new hegemony of blanket indictment of ethnic identity/affect, social constructionism and Laclau and Mouffe’s discourse theory have been used to incriminate identity as such. The present article interprets Laclau and Mouffe’s discourse theory against the grain to chastise the tendency to declare ethnic identity/affect as the new enemy. It shows how such new, hegemonic incrimination aspires to fill the empty signifier of peaceful coexistence with otherness, yet runs the risk of effacing otherness. The article concludes with an example of a reconstructive alternative. (shrink)

In this article, I highlight what Ernesto Laclau and Chantal Mouffe’s (re)conceptualisation of the plurality within identities implies for justice and education. Laclau and Mouffe (re)theorise the plurality of identities by framing and understanding identities within the wider theoretical context of discourse analysis and radical Democracy. I argue that the significance of this specific (re)theorisation of the plurality within identities for justice and education has not yet been tackled by the related educational-philosophical scholarship, not even by that which focuses on (...) Laclau and Mouffe. As a first step, I provide a brief overview of Laclau and Mouffe’s discourse theory and their approach to Democracy. Then, I show that, in their wider framework, one of the things that meaningfully connect discourse theory with radical Democracy is the theorisation of the plurality within identities. Finally, I suggest that acknowledging the plurality within any identity may offer important tools for expanding the scope of educational justice and for promoting justice in education. Amongst other things, by theoretically recognising the plurality and multi-dimensionality of collective identities, we obtain better insight into the pitfalls of homogenising identities and of cultivating reductive outlooks on identities in and through education, and encourage students’ critical thinking and self-reflective stances toward subjectivities. (shrink)