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  1.  18
    Gramsci and Education.Paula Allman, Estanislao Antelo, Ursula Apitzsch, Stanley Aronowitz, John Baldacchino, Joseph A. Buttigieg, Diana Coben, Gustavo Fischman, Benedetto Fontana, Henry A. Giroux, Jerrold L. Kachur, D. W. Livingstone, Peter McLaren, Peter Mayo, Attilio Monasta, W. J. Morgan, Raymond A. Morrow, Silvia Serra & Carlos Alberto Torres (eds.) - 2002 - Rowman & Littlefield Publishers.
    Antonio Gramsci is one of the major social and political theorists of the 20th century whose work has had an enormous influence on several fields, including educational theory and practice. Gramsci and Education demonstrates the relevance of Antonio Gramsci's thought for contemporary educational debates. The essays are written by scholars located in different parts of the world, a number of whom are well known internationally for their contributions to Gramscian scholarship and/or educational research. The collection deals with a broad range (...)
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  2.  58
    Willed Forgetfulness: The Arts, Education and the Case for Unlearning.John Baldacchino - 2012 - Studies in Philosophy and Education 32 (4):415-430.
    Established scholarship in arts education is invariably related to theories of development founded on notions of multiple intelligence and experiential learning. Yet when contemporary arts practice is retraced on a philosophical horizon, one begins to engage with other cases for learning. This state of affairs reveals art’s inherent paradox where the expectation of learning is substituted by forms of unlearning. This paper begins to approach unlearning through the tension between art and education, and more specifically through the dialectical relationship between (...)
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  3.  9
    Makings of the Sea: Journey, Doubt and Nostalgia.John Baldacchino - 2010 - Gorgias Press.
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  4.  7
    Makings of the Sea: Journey, Doubt and Nostalgia.John Baldacchino - 2010 - Gorgias Press.
    Makings of the Sea is an inquiry into the makings of the Mediterranean imagination in the 20th century, focusing on specific cases in the visual and performing arts, music and literature. Following a thematic structure that falls broadly under the headings of journey, doubt and nostalgia, this is an essay on Mediterranean aesthetics.
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  5.  9
    Rubble Walls of Contingency: Language, the Self, and the Mediterranean Imaginary.John Baldacchino - 2023 - Culture and Dialogue 11 (2):224-241.
    Though I am not a linguist by trade, writing “of” (rather than “about”) literary philosophy in Maltese with the intent of exploring the interrelationship between the experience of the contingent self, displacement, and the pain of beauty, becomes a linguistic affair. In this paper I explore how doing philosophy in Maltese brings one to engage with disciplines in which one was entirely educated in other languages (in this case, primarily in English and Italian), and how this opens new opportunities that (...)
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  6.  33
    Art’s False “Ease”: Form, Meaning and a Problematic Pedagogy.John Baldacchino - 2013 - Studies in Philosophy and Education 33 (4):433-450.
    This paper argues that in foregoing the questions that emerge from the dialectical relationship between form and meaning, an intrinsic fallacy mistakes the relationship between the arts and education for a simplistic mechanism of signification—a false “ease”—where empty forms are supposedly given meaning by ethical and aesthetic givens as if the pedagogy of art were analogous to an empty room that was (or still needs to be) inhabited. Art’s false “ease” presents a tautology that presumes the relationship between the arts (...)
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  7. Art after Beauty: Values before Standards.John Baldacchino - 2008 - Analecta Husserliana 97:21-32.
     
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  8.  12
    Educing Ivan Illich: reform, contingency and disestablishment.John Baldacchino - 2020 - New York: Peter Lang.
    More than a book about Illich, this is a conversation with Illich's work as we enter the third decade of the 21st century, just under twenty years after his passing, and almost fifty years since his Deschooling Society was first published. As Illich is beatified and demonised in equal measure, Educing Ivan Illich chooses to focus on the relationship between reform, contingency and disestablishment. As reform stands for a plurality of reiterations that seek effective forms of accordance, in our recognition (...)
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  9.  5
    Investment and the Divested Métier of Arts Education.John Baldacchino - 2012 - Philosophy of Education 68:96-99.
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  10.  4
    Lessons of belonging: art, place, and the sea.John Baldacchino - 2023 - Boston: Brill.
    Prompting this book is the paradox of belonging. What pushes the author to write are art's questions. Rather than take the route of writing, artists in academia could opt for the studio, teaching students, and occasionally indulge in conferences and symposia. However, beyond such rituals, writing art's questions remains akin to art's acts of belonging. In these lessons of belonging this is done through art's paradox. Belonging is a matter of art because art belongs to the aporia that writes it.
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  11.  17
    Pranks, Tropes and Raspberries: The Dialogic Demeanour of Satire’s Creative Horizon.John Baldacchino - 2019 - Culture and Dialogue 7 (1):46-60.
    This essay starts off with a modern-day court jester praising a Pope. Fo presents us with an historic moment: Luciani scandalises his Church by calling God “Mother.” With utmost seriousness, Fo appreciates the Pope’s kindness and warmth by which the artist perceives a way of scandalising the world out of complacency. In their idealised and situated presentations of the world, the sacred and the profane return the necessary to the contingent as moments of equal attention and distraction. Likewise, irony and (...)
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  12.  19
    Response to Walter Gershon’s Review of Art’s Way Out.John Baldacchino - 2014 - Studies in Philosophy and Education 34 (1):109-113.
    Art’s Way Out invites readers to examine how what we call “art” enters a conditioned relationship with the polity that leaves the occasion of education and the condition of culture in a quandary that is at best inept and at worse oppressive. There are two reasons for this: because any relationship between art and education is aporetic by dint of how they have emerged in between their respective autonomous and heteronomous forms of being and knowing; and because in the volatility (...)
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  13.  6
    The Bloomsbury handbook of continental philosophy of education.John Baldacchino & Herner Saeverot (eds.) - 2024 - New York: Bloomsbury Academic.
    This is the first reference work to explore and define what continental philosophy of education is and what its boundaries are. The book includes 28 chapters written by leading scholars based in Belgium, Canada, China, Croatia, Cyprus, Denmark, Finland, Germany, Hong Kong, Iceland, Ireland, Israel, the Netherlands, Norway, New Zealand, Sweden, Taiwan, The UK and the USA. It is subdivided into three sections covering the metaphysics, ethics and aesthetics of education and the chapters focus on philosophical concepts such otherness, empathy, (...)
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  14.  23
    'The ConvergentI': Empathy as an Aesthetic Category.John Baldacchino - 2004 - Analecta Husserliana 83:505-520.
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  15.  10
    The Power To Develop Dispositions: Revisiting John Dewey's Democratic Claims For Education.John Baldacchino - 2008 - Journal of Philosophy of Education 42 (1):149-163.
    This article reviews John Dewey and Our Educational Prospect, A Critical Engagement with Dewey’s Democracy and Education, edited and spearheaded by David T. Hansen, with contributions by Gert Biesta, Reba N. Page, Larry A. Hickman, Naoko Saito, Gary D. Fenstermacher, Herbert M. Kliebard, Sharon Fieman-Nemser and Elizabeth Minnich. This review will not only praise and evaluate the merits of this book, but will also attempt to frame this new study of Dewey within the challenges that continue to engage education in (...)
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  16.  80
    'The power to develop dispositions': Revisiting John Dewey's democratic claims for education.John Baldacchino - 2008 - Journal of Philosophy of Education 42 (1):149-163.
    This article reviews John Dewey and Our Educational Prospect, A Critical Engagement with Dewey's Democracy and Education, edited and spearheaded by David T. Hansen, with contributions by Gert Biesta, Reba N. Page, Larry A. Hickman, Naoko Saito, Gary D. Fenstermacher, Herbert M. Kliebard, Sharon Fieman-Nemser and Elizabeth Minnich. This review will not only praise and evaluate the merits of this book, but will also attempt to frame this new study of Dewey within the challenges that continue to engage education in (...)
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  17.  51
    ‘Relative Ignorance’: Lingua and linguaggio in Gramsci's concept of a formative aesthetic as a concern for power.John Baldacchino - 2011 - Educational Philosophy and Theory 43 (6):579-597.
    This essay looks at the relationship between formative aesthetics, language and the historical anticipation that begins with Antonio Gramsci's discussion of Kant's idea of noumenon. In Gramsci both education (as formazione) and aesthetics stem from a concern for power in terms of the hegemonic relations that are inherent to history as a political horizon. The title cites Gramci's suggestion that Kant's noumenon should be read as a proviso set apart by a ‘relative ignorance’ of reality [‘relativa ignoranza’ della realtà] to (...)
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  18.  11
    Education's Autonomy as a Utopian Polysemic Possibility: Challenges and a Path Forward.Doron Yosef-Hassidim & John Baldacchino - 2021 - Educational Theory 71 (1):35-51.