Switch to: References

Add citations

You must login to add citations.
  1. Systems beings: Educating for a complex world.Derek Gladwin & Naoko Ellis - forthcoming - Educational Philosophy and Theory.
    A multitude of global challenges that society grapples with, including climate change, social injustices, and economic disparities, persist largely due to the shortcomings of effectively responding to complex systems. In this article, we consider adopting systems literacy as a comprehensive educational approach to navigate in complex systems. We advocate for a systems literacy pedagogy that employs an affective-relational-cognitive (ARC) framework for learning, emphasizing active engagement and intervention in the world. The concept of systems beings is rooted in both ontological education (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  • Indigenous Philosophies and the "Psychedelic Renaissance".Keith Williams, Osiris Sinuhé González Romero, Michelle Braunstein & Suzanne Brant - 2022 - Anthropology of Consciousness 33 (2):506-527.
    The Western world is experiencing a resurgence of interest in the therapeutic potential of psychedelics, most of which are derived from plants or fungi with a history of Indigenous ceremonial use. Recent research has revealed that psychedelic compounds have the potential to address treatment‐resistant depression and anxiety, as well as post‐traumatic stress disorder and addictions. These findings have contributed to the decriminalization of psychedelics in some jurisdictions and their legalization in others. Despite psychedelics’ opaque legal status, numerous companies and individuals (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark   2 citations  
  • Toward a Militant Pedagogy in the Name of Love: On Psychiatrization of Indifference, Neurobehaviorism and the Diagnosis of ADHD—A Philosophical Intervention.Mattias Nilsson Sjöberg - 2018 - Studies in Philosophy and Education 37 (4):329-346.
    psychiatric diagnoses such as attention deficit hyperactivity disorder is a rapidly growing and globally increasing phenomenon, not least in different educational contexts such as in family and in school. Children and youths labelled as ADHD are challenging normative claims in terms of nurturing and education, whereas those labelled as ADHD are considered a risk for society to handle. The dominant paradigm regarding ADHD is biomedical, where different levels of attention and activity-impulsivity are perceived as neurobiological dys/functions within the brain best (...)
    Direct download (8 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  • Revisioning the Fifth Element. Can critical realism reconcile competence and Bildung for a more sustainable twenty-first-century education?Frode Restad - 2019 - Journal of Critical Realism 18 (4):402-419.
    . Revisioning the Fifth Element. Can critical realism reconcile competence and Bildung for a more sustainable twenty-first-century education? Journal of Critical Realism: Vol. 18, Sustainability, Interdisciplinarity and Transformative change: A Critical Realist Response to the Crisis System, pp. 402-419.
    No categories
    Direct download (4 more)  
     
    Export citation  
     
    Bookmark  
    		•
  • Psycho-politicising educational subjectivity: A posthumanist consideration of Rancière and Lacan.Sajad Kabgani, Richard Niesche & Kalervo N. Gulson - 2018 - Educational Philosophy and Theory 50 (13):1259-1270.
    Drawing on the aesthetic theory of Jacques Rancière and the Lacanian conception of lack, this paper offers an intervention into the notion of subjectivity which can be applied in critical studies of education. Critiquing the progressive and knowledge-oriented ideology of neoliberal systems, Rancière depicts a world in which politics turns out to delimit the subject’s perceptual experience and in this way, argues that what remains out of this ideological demarcation is susceptible to a challenge of the social order on which (...)
    Direct download (5 more)  
     
    Export citation  
     
    Bookmark  
    		•
  • The subject in posthumanist theory: Retained rather than dethroned.Ingrid Andersson - 2022 - Educational Philosophy and Theory 54 (4):395-403.
    The aim of this paper is to sketch a conception of a posthuman subject in which we can recognize a cognitive dimension. Through Hayles’s widened notion of cognition, I argue that we can retain the interpreting subject within posthumanism and thereby view it as entrenched in the surrounding world. Nonconscious- and conscious cognition, which are the terms that Hayles utilizes, shows how both non-human cognizing systems and the human subject widens while remaining level specific. The text concludes with a discussion (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
    		•