Inspired by Hannah Arendt, this contribution offers an exercise of thought as an attempt to distil anew the original spirit of what education means. It tries to articulate the event or happening that the word names, the experiences in which this happening manifests itself and the (material) forms that constitute it or make it find/take (its) place. Starting from the meaning of scholè as ‘free time’ or ‘undestined and unfinished time’ it further explores scholè as the time of attention which (...) is the time of the regard for the world, of being present to it (or being in its presence), attending it, a time of delivery to the experience of the world, of exposure and effacing social subjectivities and orientations, a time filled with encounters. Education, then, relates to forms of profanation, suspension and attention and can be articulated as the art (the doing) and technology that makes scholè happen. (shrink)

Against the background of the many attacks on the school as being outdated, alienating, ineffective and reproducing inequalities we offer a morphological understanding of the school as distinguished from functionalist understandings and idealistic understandings. Our educational morphology approaches the school as a particular scholastic ‘form of gathering’ i.e. a particular time–space–matter arrangement that deals in a specific way with the new generation, allows for a particular relation to the world, and for a particular experience of potentiality and of commonality. We (...) elucidate how this form performs particular operations of suspension, profanation and formation of attention and how these operations imply a slowing down and an opening of future. Finally, we emphasise the potenti.. (shrink)

In this paper, Tyson E. Lewis challenges the dominant theoretical and practical educational responses to globalization. On the level of public policy, Lewis demonstrates the limitations of both neoliberal privatization and liberal calls for rehabilitating public schooling. On the level of pedagogy, Lewis breaks with the dominant liberal democratic tradition which focuses on the cultivation of democratic dispositions for cosmopolitan citizenship. Shifting focus, Lewis posits a new location for education out of bounds of the common sense of public versus private, (...) nationalism versus cosmopolitanism, inclusion versus exclusion, human versus civil rights. This is the space of the commonwealth whose actors cannot be identified as ‘citizens’ but are rather the anonymous multitude. In conclusion, Lewis finds a model for organizing this commonwealth in the work of Ivan Illich, whose learning networks speak to the urgent political and pedagogical need for exodus from the conceptual vocabulary that defines much of the contemporary field of educational theory. (shrink)

In this paper, Tyson E. Lewis challenges the dominant theoretical and practical educational responses to globalization. On the level of public policy, Lewis demonstrates the limitations of both neoliberal privatization and liberal calls for rehabilitating public schooling. On the level of pedagogy, Lewis breaks with the dominant liberal democratic tradition which focuses on the cultivation of democratic dispositions for cosmopolitan citizenship. Shifting focus, Lewis posits a new location for education out of bounds of the common sense of public versus private, (...) nationalism versus cosmopolitanism, inclusion versus exclusion, human versus civil rights. This is the space of the commonwealth whose actors cannot be identified as ‘citizens’ but are rather the anonymous multitude. In conclusion, Lewis finds a model for organizing this commonwealth in the work of Ivan Illich, whose learning networks speak to the urgent political and pedagogical need for exodus from the conceptual vocabulary that defines much of the contemporary field of educational theory. (shrink)

Eamonn Callan; Freedom and Schooling, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 45–56, https://doi.org/10.1111/j.1467-9752.1983.

Eamonn Callan; Freedom and Schooling, Journal of Philosophy of Education, Volume 17, Issue 1, 30 May 2006, Pages 45–56, https://doi.org/10.1111/j.1467-9752.1983.

The authors develop an analysis of education. They show how education carries an essentially arbitrary cultural scheme which is actually based on power. More widely, the reproduction of culture through education is shown to play a key part in the reproduction of the whole social system.

A denounciation of present-day schooling with radical suggestions for reform.

"Recounts the story of Joseph Jacotot" -- vii.

"Is there any such thing as political philosophy?" So begins this provocative book by one of the foremost figures in Continental thought. Here, Jacques Ranciere brings a new and highly useful set of terms to the vexed debate about political effectiveness in the face of a new world order. What precisely is at stake in the relationship between "philosophy" and the adjective "political"? In Disagreement, Ranciere explores the apparent contradiction between these terms and reveals the uneasy meaning of their union (...) in the phrase "political philosophy" -- a juncture related to age-old attempts in philosophy to answer Plato's devaluing of politics as a "democratic egalitarian" process. According to Ranciere, the phrase also expresses the paradox of politics itself: the absence of a proper foundation. Politics, he argues, begins when the "demos" (the "excessive" or unrepresented part of society) seeks to disrupt the order of domination and distribution of goods "naturalized" by police and legal institutions. In addition, the notion of "equality" operates as a game of contestation that constantly substitutes litigation for political action and community. This game, Ranciere maintains, operates by a primary logic of "misunderstanding". In turn, political philosophy has always tried to substitute the "politics of truth" for the politics of appearances. Disagreement investigates the various transformations of this regime of "truth" and their effects on practical politics. Ranciere then distinguishes what we mean by "democracy" from the practices of a consensual system in order to unravel the ramifications of the fashionable phrase "the end of politics". His conclusions will be of interest toreaders concerned with political questions from the broadest to the most specific and local. (shrink)

The Italian philosopher Giorgio Agamben has always been an original reader of texts, understanding their many rich and multiple historical, aesthetic, and political meanings and effects. In Profanations, Agamben has assembled for the first time some of his most pivotal essays on photography, the novel, and film. A meditation on memory and oblivion, on what is lost and what remains, Profanations proves yet again that Agamben is one of the most provocative writers of our time. In ten essays, Agamben ponders (...) a series of literary and philosophical problems: the relation among genius, ego, and theories of subjectivity; the problem of messianic time as explicated in both images and lived experience; parody as a literary paradigm; and the potential of magic to provide an ethical canon. The range of topics and themes addressed here attest to the creativity of Agamben's singular mode of thought and his persistent concern with the act of witnessing, sometimes futile, sometimes earth-shattering: the talking cricket in Pinocchio; "helpers" in Kafka's novels; pictorial representations of the Last Judgment, of anonymous female faces, and of "Rosebud," the infamous object of obsession in Citizen Kane. "In Praise of Profanity," the central essay of this small but dense book, confronts the question of profanity as the crucial political task of the moment. An act of resistance to every form of separation, the concept of profanation reorients perceptions of how power, consumption, and use interweave to produce an urgent political modality and desire: to profane the unprofanable. Agamben not only provides a new and potent theoretical model but describes it with a writerly style that itself forges inescapable links among literature, politics, and philosophy.Giorgio Agamben is Professor of Aesthetics at the University of Venice. His many publications include Homo Sacer: Sovereign Power and Bare Life, Remnants of Auschwitz: The Witness and the Archive, The Coming Community, and State of Exception. (shrink)

As a painfully outdated institution the school is accused of: being alienating, closing itself off to society and to the needs of young people; reproducing social inequality and consolidating existing power relations; demotivating youth; showing a lack of effectiveness and having great difficulty with employability. And last but not least, the school is considered redundant: the school, where learning is bound to time and place, is no longer needed in the digital era of virtual learning environments. The ultimate charge: the (...) school is a product of outdated ways of distributing knowledge and expertise, determined by primitive technologies of the past. Adieu school. This book advocates the acquittal of the school. It argues that many of the allegations against the school are motivated by an age-old fear and even hatred toward one of its radical but essential characteristics: that the school provides ‘free time' and transforms knowledge and skills into 'common goods', and therefore has the potential to give everyone, regardless of background, natural talent or aptitude, the time and space to leave their known environment, rise above themselves and renew (and thus change in unpredictable ways) the world. This defence of the school starts from an investigation of what makes a school a school and pinpoints why the school has value in and of itself. It reveals the various attempts to rob the school of its scholastic character, that is, to tame the school. The ultimate aim is to elaborate a touchstone that helps to defend as well as to re-invent school. -/- Jan Masschelein and Maarten Simons are members of the Laboratory for Education and Society, KU Leuven. They share an interest in research on the public dimensions of education and are currently elaborating a philosophy of schooling. (shrink)

Rousseau considered the Émile to be the most important of all his writings and thought it would be the one to seal his reputation as a thinker. It is not that the Émile is different in any fundamental respect from his other writings, for Rousseau insisted that however the subject might vary he always wrote according to the same principles. No, it is simply that Rousseau develops his basic argument more clearly and at greater length in this, his last substantive (...) work explicitly intended for the public. As Rousseau would have it, this work shows most clearly that man is good by nature, that he is naturally attracted to justice as well as order, that both vice and error are foreign to his original make-up, that they arose only because of society, and that the ills from which man now suffers because of the poor organization of society can be mitigated. These and many other intriguing lines of thought are developed in the Émile as Rousseau pursues his declared goal of explaining how to raise a youth according to nature. Yet until now the subtlety, not to mention the simple formal structure, of Rousseau’s treatise has not been accessible to the English-reading public. With this new translation of the Émile, Allan Bloom has made it possible for those who read only English to encounter Rousseau on his own terms. (shrink)