Stanley Cavell

In Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.), International Handbook of Philosophy of Education. Springer Verlag. pp. 81-90 (2018)
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Abstract

It might seem strange to include here a contribution on Stanley Cavell, since he does not write explicitly about education, or at least education in the sense of schooling. This chapter argues, however, that the educational force of Cavell’s work is significant, and central to understanding his thinking. It addresses two aspects of Cavell’s concern with a form of education that amounts to a transformation of the self and of society: first, what it is to read, and second, the development and expression of voice. These aspects of Cavell’s thinking are then considered in relation to learning, and possessing, language. Cavell’s concern is not with how we learn to read books, or to speak, but with how our reception of words is ineluctably tied to the political, and to our responsibility for words in a community of speakers.In considering how Cavell’s work positions him in relation to contemporary debates about education, the chapter argues that Cavell’s emphasis on reading and voice is related to the concept of ‘uncommon schooling’, an idea from Henry David Thoreau’s Walden. Our education through uncommon schooling is one that requires, and is constituted by, continual transformation. This is a perfectionist education; it is the education of grownups. To read Cavell is to engage in the education of grownups; it is itself educative: it demands the very kind of reading that is a recurrent theme in his work, and opens the possibilities for the kind of education of grownups that he espouses.

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