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  1.  51
    The Malaise of the Soul at Work: The Drive for Creativity, Self-Actualization, and Curiosity in Education.Mario Di Paolantonio - 2019 - Studies in Philosophy and Education 38 (6):601-617.
    Franco “Bifo” Berardi tells us that the current transformation of every domain of social life into economy has led to “the subjugation of the soul to work processes.” There is a newfound love of work and, consequently, writes Berardi, “no desire, no vitality seems to exist anymore outside of the economic enterprise.” Concerned as it once was with “fostering the soul,” and concerned as it now is with preparing students for the job market, what role might education have in Berardi’s (...)
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  2.  50
    The Cruel Optimism of Education and Education's Implication with ‘Passing‐on’.Mario Di Paolantonio - 2016 - Journal of Philosophy of Education 50 (2):147-159.
    In this article I draw on Lauren Berlant's notion of ‘cruel optimism’ to identify and untangle how the prevailing sense of ‘optimism’ in education works against our common hope or collective striving for what is educational in education. In particular, I discuss how the ‘cruel optimism’ that invites individuals to constantly innovate and improve themselves through ever more learning leads ultimately to a sense of ‘presentism’, ‘privation’ and ‘loneliness’, which comes to threaten the role that education plays in sustaining and (...)
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  3.  98
    Wonder, Guarding Against Thoughtlessness in Education.Mario Di Paolantonio - 2018 - Studies in Philosophy and Education 38 (3):213-228.
    Hannah Arendt has a particular notion of thinking that both is and is not philosophical. While not guided by the search for meta principles, nor concerned with establishing logical systems, her notion of thinking as the examination of “whatever happens to come to pass,” and its significance for saving our world from thoughtlessness, retains and is motivated by the fundamental pathos at the heart of philosophy—wonder. In this paper, I consider the limiting and enabling sense in which Arendt invokes “wonder” (...)
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  4. Roger Simon as a Thinker of the Remnants: An Overview of a Way of Thinking the Present, Our Present….Mario Di Paolantonio - 2014 - Studies in Philosophy and Education 34 (3):263-277.
    Whereas there are many aspects of Roger Simon’s thought that can be privileged, one of the most compelling points of entry for beginning to consider his legacy in the field of education, and beyond, lies with his concern for the difficult work of receiving and transmitting, of giving countenance to, the traces of those now absent. Indeed, in the last 20 years of his scholarly work, Simon pressed us to consider the pedagogical stakes in forging an ethical living relation with (...)
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  5.  26
    The Ethical Force and Hermeneutical Impasses in Our Being with Each Other in Education Today: David Hansen’s Reimagining the Call to Teach: A Witness to Teachers and Teaching.Mario Di Paolantonio - 2023 - Studies in Philosophy and Education 42 (1):101-107.
  6.  11
    Curating the forensic gaze in traumatic memorial sites: Recalibrating the sense of materiality in Santiago's Londres-38.Mario Di Paolantonio - 2021 - Journal of Philosophy of Education 55 (3):516-533.
    Journal of Philosophy of Education, EarlyView.
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  7.  4
    Guarding and Transmitting the Vulnerability of the Historical Referent.Mario Di Paolantonio - 2009 - Philosophy of Education 65:129-137.
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  8.  6
    Juxtapositional Pedagogy and Tending to Loss in James Baldwin's and Raoul Peck's I Am Not Your Negro.Mario Di Paolantonio & Lara Okihiro - 2018 - Philosophy of Education 74:210-222.
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  9.  34
    Pedagogical law and abject rage in post‐trauma society.Mario Di Paolantonio - 2001 - Cultural Values 5 (4):445-476.
    This article explores the ethical consequences of the seemingly benign suggestion that the retelling of an event of state sponsored violence through the protocols of the law can provide a lesson/forum for fostering “discursive solidarity.” Focusing on the example of post‐dictatorship Argentina, the apparent pedagogical soundness of transmitting the traumatic event through legal commemoration will be complicated by considering how the law is employed as a mechanism for bracketing divisive memories and affects that interrupt the coherence of the national imaginary. (...)
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  10.  6
    Remembering, Forgetting, and Learning Amidst a Time of Extraordinary Rendition: The Guantánamo Camp as a Museum of Forgetting.Mario Di Paolantonio - 2016 - Philosophy of Education 72:51-59.
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  11.  24
    Educating Our Nerves in Unnerving Times: Cinematic Innervation as a Collectivising Experience in Tyson Lewis’s Walter Benjamin’s Antifascist Education. [REVIEW]Mario Di Paolantonio - 2020 - Studies in Philosophy and Education 40 (1):105-111.