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  1.  26
    Passive Education.Emile Bojesen - 2018 - Educational Philosophy and Theory 50 (10):928-935.
    This paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way ‘better’ or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for this essay (...)
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  2.  16
    Conversation as Educational Research.Emile Bojesen - 2018 - Educational Philosophy and Theory 51 (6):650-659.
    This article introduces a form of ‘conversation’ distinct from dialogue or dialectic to the context of educational theory, practice, and research. Through an engagement with the thought of Maurice Blanchot, this paper outlines the conditions he attributes to conversation in the form of plural speech, its relationship to research, how it can be educational, and speculatively concludes by considering how it can operate productively within and around educational institutions. As such, this paper provides an original intervention into educational philosophy and (...)
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  3.  33
    Inventing the Educational Subject in the ‘Information Age’.Emile Bojesen - 2016 - Studies in Philosophy and Education 35 (3):267-278.
    This paper asks the question of how we can situate the educational subject in what Luciano Floridi has defined as an ‘informational ontology’. It will suggest that Jacques Derrida and Bernard Stiegler offer paths toward rethinking the educational subject that lend themselves to an informational future, as well as speculating on how, with this knowledge, we can educate to best equip ourselves and others for our increasingly digital world. Jacques Derrida thought the concept of the subject was ‘indispensable’ as a (...)
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  4.  17
    A New Version of Optimism for Education.Emile Bojesen - 2018 - Studies in Philosophy and Education 37 (1):5-14.
    The primary purpose of this paper is to outline the conceptual means by which it is possible to be optimistic about education. To provide this outline I turn to Ian Hunter and David Blacker, after a brief introduction to Nietzsche’s conceptions of optimism and pessimism, to show why certain forms of optimism in education are either intellectually unhelpful or dispositionally helpless in the face of current educational issues. The alternative form of optimism—which I argue is both intellectually and practically helpful—is (...)
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  5.  8
    Positive Ignorance: Unknowing as a Tool for Education and Educational Research.Emile Bojesen - 2019 - Journal of Philosophy of Education 53 (2):394-406.
    Journal of Philosophy of Education, EarlyView.
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  6.  8
    Contradictions in Educational Thought and Practice: Derrida, Philosophy, and Education.Emile Bojesen - 2021 - Studies in Philosophy and Education 40 (2):165-182.
    Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships that philosophy can have with education. These engagements, alongside a reading of 'The Antinomies of the Philosophical Discipline: Letter Preface', show how Derrida’s thought can prescribe no educational programme and instead troubles educational proclamations and certainties. Throughout his life, Derrida negotiated his relationships to the educational systems and institutions to which he was responsible, these negotiations, though, were (...)
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  7.  4
    Derrida and Education Today.Emile Bojesen - 2021 - Studies in Philosophy and Education 40 (2):117-120.
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  8.  16
    Minimal Utopianism in the Classroom.Emile Bojesen & Judith Suissa - 2018 - Educational Philosophy and Theory 51 (3):286-297.
    In this paper, we build on recent work on the role of the ‘utopian pedagogue’ to explore how utopian thinking can be developed within contemporary higher education institutions. In defending a utopian orientation on the part of HE lecturers, we develop the notion of ‘minimal utopianism’; a notion which, we suggest, expresses the difficult position of critical educators concerned to offer their students the tools with which to imagine and explore alternatives to current social and political reality, while acknowledging the (...)
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  9.  13
    Educational Plasticity: Catherine Malabou and ‘the Feeling of a New Responsibility’.Emile Bojesen - 2015 - Educational Philosophy and Theory 47 (10):1039-1051.
    This paper attempts to reintegrate the concept of plasticity into educational philosophy. Although John Dewey used the concept in Democracy and Education it has not generated much of a critical or practical legacy in educational thought. French philosopher, Catherine Malabou, is the first to think plasticity rigorously and seriously in a contemporary philosophical context and this paper outlines her thinking on it as well as considering its applicability to education. My argument is that her definition not only successfully reintroduces the (...)
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  10.  3
    Of Remuant Existence.Emile Bojesen - 2015 - Philosophy Today 59 (3):507-522.
    This paper is an attempt to sketch out the conceptual possibility of what is given the name remuant existence. That is to say, a changeable, restless and fickle existence. The word remuant, no longer in common use in the English language, is an adjective. Its meaning offered here is used to designate what will be considered the qualifying attribute of existence, which is to make the point that existence is remuant existence. Existence is a common noun and thereby grammatically a (...)
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  11.  12
    Lewis Stockwell Interviews Emile Bojesen on Forms of Education: Rethinking Educational Experience Against and Outside the Humanist Legacy. [REVIEW]Lewis Stockwell & Emile Bojesen - 2021 - Educational Philosophy and Theory 53 (13):1407-1410.
    The nature of educational experience is so variously defined as to be a significant point of debate before conversation on its merits or practice can take place. Emile Bojesen contends that educato...
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  12.  1
    The Idea of Disability in the Eighteenth Century.Sharon Alker, Emile Bojesen, Jess Domanico, Jason S. Farr, Jess Keiser, Paul Kelleher, Jamie Kinsley, Dana Gliserman Kopans, Holly Faith Nelson & Anna K. Sagal (eds.) - 2014 - Bucknell University Press.
    The Idea of Disability in the Eighteenth Century is a wide-ranging collection of essays that explores philosophy, biography, and texts about and by disabled people living in the eighteenth century. The book, which introduces and affirms the notion that disability studies predates most United States and United Kingdom findings by more than a hundred years, will be of interest to philosophers, historians, sociologists, and literary scholars.
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  13. Educational Resistance.Emile Bojesen - forthcoming - Educational Philosophy and Theory:1-12.
  14.  3
    Against Value in the Arts and Education.Sam Ladkin, Robert McKay & Emile Bojesen (eds.) - 2015 - Rowman & Littlefield International.
    A multi-disciplinary and inter-disciplinary volume exploring the damage to the arts, arts’ funding and education through the rhetoric, manipulation and auditing of value. The collection includes contributions from anthropology, the history of art, literature, education, musicology, political science, and philosophy.
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  15.  13
    Media and Moral Education: A Philosophy of Critical Engagement.Emile Bojesen - 2019 - British Journal of Educational Studies 67 (2):273-275.
  16.  13
    Education and Philosophy: An Introduction.Emile Bojesen - 2018 - Educational Philosophy and Theory 51 (10):1061-1062.
    Volume 51, Issue 10, September 2019, Page 1061-1062.
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  17.  16
    Happiness, Hope, and Despair: Rethinking the Role of Education.Emile Bojesen - 2017 - Educational Philosophy and Theory 49 (14):1461-1462.
  18.  18
    Pedagogy, Praxis and Purpose in Education. By C. M. Mulcahy, D. E. Mulcahy and D. G. Mulcahy.Emile Bojesen - 2016 - British Journal of Educational Studies 64 (4):547-548.
  19.  17
    The Primacy of Pity: Reconceiving Ethical Experience and Education in Rousseau.Emile Bojesen - 2016 - Ethics and Education 11 (2):131-140.
    For Rousseau, there are only three things he does not reason away apart from reason itself: self-interest, the good and, at least until Emile, pity. This paper argues that it is Rousseau’s original formulation of pity in the Second Discourse that is able to provide the extra-rational conception of ethics that his political and educational philosophy lacks when limited to a reading of the Social Contract and Emile. This paper will also show how the reconceptualisation of these existential predicates is (...)
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  20.  10
    Education, In Spite of It All.Emile Bojesen - 2018 - Studies in Philosophy and Education 37 (1):1-3.
    This special issue of Studies in Philosophy and Education neither rejects, nor offers outright alternatives to the dominant contemporary model of education, but instead explores its margins and the possibilities they might offer for administrators, teachers and students within institutions and broader social contexts. The intention of the editors and contributors has been to tweak the focus from a critique of an oppressive system to a mapping of that system and the opportunities that exist within it–or on its margins–in spite (...)
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  21.  7
    The Economic Problem of Masochism in Education.Ansgar Allen & Emile Bojesen - 2018 - Confero: Essays on Education, Philosophy and Politics 6 (1):55-85.
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  22.  5
    Bartleby is Dead.Emile Bojesen & Ansgar Allen - 2019 - Angelaki 24 (5):61-72.
    This paper argues against dominant philosophical interpretations of Melville’s Bartleby, the Scrivener and submits it to an educational reading. It problematizes readings (such as those of...
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  23.  4
    The Economic Problem of Masochism in Education.Ansgar Allen & Emile Bojesen - 2018 - Confero: Essays on Education, Philosophy and Politics 5 (2):1-30.
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  24.  6
    Benign Violence: Education in and Beyond the Age of Reason. By Ansgar Allen.Emile Bojesen - 2015 - British Journal of Educational Studies 63 (4):507-508.