Ethics, politics and affects: renewing the conceptual and pedagogical framework of addressing fanaticism in education

Ethics and Education 17 (3):261-276 (2022)
  Copy   BIBTEX

Abstract

This essay reconceptualizes fanaticism as an activity that does not rely on the condemnation of ‘fanatical’ acts as a priori ‘irrational.’ Rather, it theorizes fanaticism as a method of ethical and political critique against a regime of representation. It also argues that it is crucial to understand fanaticism through an approach that does not set up a dichotomy between affect and reason, disavowing the ‘irrational’ behavior of fanatics. Drawing on affect theory and particularly the entanglement of feeling-thinking, this paper emphasizes that fanaticism is better understood within a framework that takes seriously the role of affects. Such a conceptual framework has important pedagogical implications for how to address fanaticism in education. This essay suggests that it is crucial to invent pedagogical strategies that are rooted in a reconceptualized notion of fanaticism that pays attention to its ethical, political and affective dimensions.

Links

PhilArchive



    Upload a copy of this work     Papers currently archived: 90,616

External links

Setup an account with your affiliations in order to access resources via your University's proxy server

Through your library

Similar books and articles

Where the Learning and Pedagogical Sciences Need Philosophers.Carl Bereiter - 2010 - Encyclopaedia of Philosophy of Education.
Promoting Professional Socialization.Dayoung Kim - 2022 - Business and Professional Ethics Journal 41 (1):93-114.
Conceptual Engineering and Conceptual Extension in Science.Sandy C. Boucher - forthcoming - Inquiry: An Interdisciplinary Journal of Philosophy.
10.5840/jbee20118127.Kathleen E. McKone-Sweet, Danna Greenberg & H. James Wilson - 2000 - Journal of Business Ethics Education 1 (1):337-342.
Teaching ethics cases: a pragmatic approach.Alan E. Singer - 2012 - Business Ethics, the Environment and Responsibility 22 (1):16-31.
Teaching ethics cases: a pragmatic approach.Alan E. Singer - 2013 - Business Ethics, the Environment and Responsibility 22 (1):16-31.
Invisible Teaching: Søren Kierkegaard.Herner Saeverot - 2018 - 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. 243-257.
TPACKEA Model for Teaching and Students’ Learning.Moses Kumi Asamoah - 2019 - Journal of Academic Ethics 17 (4):401-421.

Analytics

Added to PP
2022-07-21

Downloads
9 (#1,080,087)

6 months
2 (#670,035)

Historical graph of downloads
How can I increase my downloads?