Adjectives such as “environmental”, “social”, “cosmopolitan”, “relational”, “distributive”, etc. reflect how scholars discern the many faces of justice and put several claims to, and claimants of, justice in perspective. They have also helped related research to focus on some surfaces of justice, that is, on spaces that invite justice, localities and formations, such as the state, social policies, social institutions, etc. within which ethical-political challenges unravel. Diverse philosophical perspectives enable context-specific explorations of (sur)faces of justice. However, I argue, there is (...) more to the concept of justice than what perspectives (considered alone or in their sum total) allow us to view. To theorize how this surplus may be more discernible through stereoscopic rather than perspectival optics I first describe how educational-philosophical perspectives, old and new, discuss just education or education for justice; and then I critique the very notion of perspective on which scholarly work relies. Despite their merits, perspectival framings of justice fail to address the interconnectivity of various (sur)faces of justice. (shrink)

Marianna PapastephanouUniversity of CyprusSince Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (reali...

While the notion of risk remains under-theorised in moral philosophy, risk aversion and moralist self-protection appear as dominant cultural tendencies saturating educational orientation and practice. Philosophy of education has responded to the educational emphasis on risk management by exposing the unavoidable and positive presence of risk in any endeavour to learn and teach. Taking such responses into account, I discuss how the theoretical connection of risk and education could be radicalised through an ethical approach combined with epistemological and existential concerns. (...) My aim is to propose an ethics that is sensitive to the difference between risks taken and risks imposed and to the cultural variations of what counts as danger. Finally, I explain how the educational relevance of such an ethics requires a prior questioning of the western understanding of self and world that has functioned as a subtext of the dominant view of risk. (shrink)

In this article I examine Jean–François Lyotard’s conception of history, its philosophical presuppositions, and its implications. As his conception’s most crucial implicit assumptions I consider Lyotard’s account of language and his notion of agonistics and dissent. Concerning its implications, I consider the nominalist and relativist conclusions Lyotard’s theory may engender if thought through to its end, as well as the possibilities it opens up for ethics and justice for alterity, or otherness, via a new notion of human history. My aim (...) is to show how Lyotard advances philosophical thought about history and to examine whether he succeeds in delivering the goods he promises. I conclude with suggestions for an alternative approach. The main thesis of the article is that Lyotard’s metacritique of past accounts of human history is pertinent and apposite but, because of some negative implications of certain implicit assumptions on which he relies to articulate this critique, it appears inadequate in some respects. I argue that it is possible to promote a critique of older notions of human history along Lyotardian lines and to preserve the merits of Lyotard’s critique for a sensitive and nonlogocentric approach to otherness via another route, one that is not committed to Lyotard’s agonistics and incommensurability of language games. (shrink)

Old and new complicities of collective political attachment in violence give patriotism a bad name. Simplistic positions often view collective attachment as either entirely bad or as sanitizable merely by adding to patriotism the adjective ‘critical’. Patriotic affectivity, as illustrated with the political emotion of pride, stands out within philosophical debates. This article argues that, to think about patriotism differently, we need to look more closely at ‘optics’ of patriotism and pride that have escaped debate although they are crucial for (...) avoiding older pitfalls. To this end, I revisit Richard Rorty’s and Martha Nussbaum’s positions on pride by introducing more challenging examples of what being/feeling patriotic should mean. I reframe patriotism so that an ‘outward’ ‘optic’ acts as a strong corrective of the usual inward preoccupation with domestic issues within the polity and the state. (shrink)

My aim in this article is to analyse the incrimination of ontology and ontological manifestations in reason, articulated speech and social order and argue that such an incrimination, which is characteristic of traditional philosophy, can be explained as a phenomenon of onto-theology. Then I demonstrate that the ideas of Levinas - and to some degree the Derridean response to them - suffer from residues of onto-theology to the extent that they preserve and promote the assumption that ontology is essentially violent. (...) I claim that the Levinasian priority of ethics over ontology and the Derridean treatment of the opposition ‘ethics vs ontology’ rest on an epochal understanding of being. Such an understanding arrests time and echoes old religious doctrines that traditional philosophy preserved in a secular form and handed down to contemporary philosophical thinking. By charging Levinasian and Derridean ideas with onto-theology, I unveil what I consider to be one of the last dogmas of Occidental thought, i.e. the assumption that self-interest and violence are somehow endemic in the human condition. I suggest that we overcome this assumption, if we truly wish to view the I-Thou relation Other-wise. Key Words: Derrida • ethics • evil • Fall • Hegel • Heidegger • I-Thou • Kant • Kierkegaard • Levinas • ontology • onto-theology. (shrink)

Constellations, Volume 29, Issue 2, Page 197-213, June 2022.

This chapter contains sections titled: Introduction Education and the Realm of the Practico‐Inert Assessment, Praxis, Practice and the Practico‐Inert Education, Method and the Incrimination of the Everyday Conclusion: Routes, Routines, Methods and Aporias Notes References.

In this article I discuss Martha Nussbaum’s cosmopolitan educational ideal and its theoretical underpinnings. I argue that, in spite of its merits, it overlooks the historical-relational dimension of cross-cultural encounters and the impediments posed by unresolved historical conflicts to the goal of cultural reconciliation. I suggest a rehabilitation of the historical-relational dimension by applying the insights of Paul Ricoeur to this context. My steps comprise a description of Nussbaum’s position, an exploration of its shortcomings, an interpolation of Ricoeur’s ideas and (...) some concomitant suggestions. (shrink)

Several accounts of postmodernist theories define them as discourses in quotation marks thus shifting the emphasis from reconstruction to deconstruction. Without contesting the import of deconstructive philosophy and Derrida's intervention in particular, in this essay I defend reconstruction and propose it as a mode of postmodernism that is compatible or even complementary with discursive strategies of quote‐mark use. By drawing on Albrecht Wellmer's and Klaus Eder's ideas, I introduce a definition of postmodernism as postmetaphysical thinking and explore some basic metaphysical (...) tenets about subjectivity, reason, language, and human nature as characteristic of the modern era and by no means endemic in thought. I argue that this attempt uncouples reconstruction from metaphysics allowing it to regain its philosophical significance and opens new conceptual horizons for understanding reflection and culture. (shrink)

Curiosity’s connection with democracy remains neglected and unexplored. Various disciplines have mostly treated curiosity as an epistemic trait of the individual. Beyond epistemology, curiosity is studied as a moral virtue or vice of the self. Beyond epistemic and moral frameworks, curiosity is examined politically and decolonially. However, all frameworks remain focused on the individual and rarely imply a relevance of curiosity to democracy. The present article departs from such explorative frameworks philosophically to expand the research scope on curiosity in the (...) direction of democratic theory. It highlights the complex politics of curiosity as a collective, rather than merely individual, desire for knowledge. I argue that curiosity should become a key analytical category for studying democracy as a political attitude and as a way of life. Investigations of the multifaceted curiosity of the demos may enhance the visibility of ethico-political issues that often escape the curious eye of citizens and researchers. (shrink)

Responding to Jan Masschelein's discussion of critical distance and the trivialisation of critique in his ‘How to Conceive of Critical Educational Theory Today?’, I draw attention to the antinomic character of immanence and transcendence—that is, to the way that it entails both non-circumventible necessity and omnipresent risks. I argue that the discourse of critical thinking in education is exemplary of the tensions generated by such consolidated meanings. Through this prism, I aim to offer a nuanced account of ways in which (...) the trivialisation of critique nurtures narcissistic and conformist tendencies that do not leave unaffected any critical philosophical line of thought. To illustrate my critique of contemporary critical education of all persuasions, I deal with an ethics of reading and writing. I suggest that, rather than encouraging cynicism and an abdication of responsibility, this antinomic character of critique should discourage any complacent and one-sided reliance on one's own tradition. (shrink)

The modern tendency to treat all Greek Golden Age textuality as apolitical and escapist has contributed to the ongoing neglect of the first Western educational text, Hesiod's Works and days. Most commentators have missed the interplay of utopian and dystopian images in Hesiodic poetry for lack of the appropriate conceptual framework. Once the escapist prejudice is overcome, the Hesiodic text appears as the first extant Occidental coupling of political utopianism with emancipatory ethico-political education. Once freed of its dated metaphysical-theological resonances, (...) Hesiodic utopianism is compatible with a renewed political and ethical education for cosmopolitanism and justice because the embarrassingly detailed and teleological element of temporal modern utopias and the equally embarrassing rigid architecture of spatial utopias are absent. There is no strict utopian prediction and the message for change is articulated for the whole of humanity. (shrink)

Responding to Jan Masschelein’s discussion of critical distance and the trivialisation of critique in his ‘How to Conceive of Critical Educational Theory Today?’, I draw attention to the antinomic character of immanence and transcendence—that is, to the way that it entails both non-circumventible necessity and omnipresent risks. I argue that the discourse of critical thinking in education is exemplary of the tensions generated by such consolidated meanings. Through this prism, I aim to offer a nuanced account of ways in which (...) the trivialisation of critique nurtures narcissistic and conformist tendencies that do not leave unaffected any critical philosophical line of thought. To illustrate my critique of contemporary critical education of all persuasions, I deal with an ethics of reading and writing. I suggest that, rather than encouraging cynicism and an abdication of responsibility, this antinomic character of critique should discourage any complacent and one-sided reliance on one’s own tradition. (shrink)

The conception of time that dominates in the educational world of today is that of measurable, invested and managed chronological time. It is the conception of time that corresponds to current priorities such as performativity, global synchronization of educational systems, raising standards and meeting the challenges of the market. The educational transformation of the self and the world, however, requires another conception of time, one that frames another kind of thought and another meaning of education. This article discusses these two (...) conceptions of time by employing the distinction between chronos and kairos. The aim is not to turn this distinction into a dichotomy; instead, the aim is to recuperate the conception of time as kairos and connect it with a desire of philosophy and with education as a lifelong effort towards transformation rather than success. In a complex relation with chronosophy as time management, kairosophy is thus introduced as a critical reflection on lived time. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Aesthetics, Education, the Critical Autonomous Self, and the Culture IndustryMarianna Papastephanou (bio)IntroductionE Lucevan le Stelle disconnected both from Tosca and Puccini becomes incidental music and brings strong recollections of the detergent advertisement it once coated. Last Year in Marienbad has caused some of the deepest yawn relief to many hopefuls for the title of the sophisticated who wished to cash out the film's cultural and social capital. A (...) painting by a well-known artist in the living room of a middle-upper-class residence often matches the colors of the carpet, and a piece of African art in the corner testifies to the hosts' cosmopolitan respect for otherness and the proper dose of hybridity in their selfhood. The young of the family are said to search for freedom from the puritan lifestyle in Ecstasis. Or, they rebel against the oppressive order of the system through idolizing music bands of an unconventional style and, as a matter of fact, of "unconventional" wealth accumulated precisely through the systemic exploitation of their idolization. The whole family, including the discontented young, will unite in the enjoyment of a new movie in which, just as in hundreds before it, police detectives can solve cases only after their suspension from duty and foreigners prefer to converse in perfect English when they are alone. What all members of the family are sure of by the end of the day, some of them through the prism of heavy drinking and others in the sober appreciation of the latest reality show, is that they exercised once again their free will in all instances. For they oriented their desires, treated as natural and self-posited, to objects they initially lacked but "autonomously" and "critically" found and selected from a rich and all-encompassing marketplace of culture. [End Page 75]How are art, its education, and its educational ideals of autonomy and critique related to this particular cultural reality that I have highlighted? Pseudo-individualism, escapism, Ersatzbefriedigung, fetishization, reification, and educationalization are some of the terms Adorno employed to approach the reality of artistic production and reception in capitalist times while preserving the distance that art offers for critiquing reality.1 In contrast with the above-sketched reality, in Adorno's ultimate aesthetic vision through art the self is not supposed to "forget in dreams the present world, but to change it by the strength of an image."2 Adorno attacks the drive toward a "totally administered" society—that of late capitalism—which "reduces every aspect of present-day life to the dead level of conformist popular 'taste' as dictated by a wholesale culture industry given over to the purposes of mass indoctrination."3 Fundamentally, the culture industry hinders the formation of autonomous, critical, and independent individuals.4I shall argue that such a theoretical framework gives us additional insight through which to combat what has already been perceived in pedagogical discourse as educational inability to cultivate reflective and critical subjectivities. Instead of autonomy, education nurtures narcissism. and instead of critique, it promotes appeasement5 —all the more so when education succumbs to the culture industry or fails to encourage students' critical stance to its imperatives.My position here is that by reclaiming their own valuable connection to reflective artistic experience and reception, aesthetic theory and art education can contribute to a reconceptualization of autonomy and critique and, perhaps more importantly, to a reorientation of educational practice.6 Adorno's aesthetics is exceptionally relevant to this aim because his work exemplifies in a unique way the necessary awareness of the antinomic qualities of autonomy and critique, their ineluctable dependence on society and culture, and their secret culpability in domination. Moreover, Adorno's cultural criticism comprises an unsurpassable diagnosis of those social pathologies that leads away from critical and reflective subjectivity and offers conceptual means for setting a critical eye on some current impoverished practices of teaching art. Above all, Adorno's aesthetic theory displays a remarkable topicality regarding contemporary positions on purely artistic concerns and contentions. Thus, the current neglect of his work in aesthetic educational theory7 must be dealt with since accommodation of such aesthetics within art educational discourse will serve significantly the latter's... (shrink)

In this paper, I discuss globalisation as an empirical reality that is in a complex relation to its corresponding discourse and in a critical distance from the cosmopolitan ideal. I argue that failure to grasp the distinctions between globalisation, globalism, and cosmopolitanism derives from mistaken identifications of the Is with the Ought and leads to naïve and ethnocentric glorifications of the potentialities of globalisation. Conversely, drawing the appropriate distinctions helps us articulate a more critical approach to contemporary cultural phenomena, and (...) reconsider the current place and potential role of education within the context of global affairs. From this perspective, the antagonistic impulses cultivated by globalisation and some globalist discourse are singled out and targeted via a radicalization of educational orientations. The final suggestion of the article concerns the vision of a more cosmopolitically sensitive education. (shrink)

This article focuses on John Locke's understanding of the student as a natural learner and on the ambiguous utopia of childhood that underpins this understanding. It draws a parallel between the educational utopia of natural learning and colonization, and then investigates ethico-political implications. Locke politicizes natural learning in ways that normalize exclusions at the level of intersubjective ethical relations and naturalize colonial expansion at the level of cosmopolitan right. Thought through to its implications, this claim leads to exploring connections between (...) Locke's educational philosophy and his multiple and ambiguous utopianisms. Thus examined, the political operations of Locke's pedagogy bring to the fore the subtle though no less important performativity of Locke-inspired, modern educational utopianism that remains so far under- or non-theorized in educational philosophy. (shrink)

With Ukraine as its subtext, this pamphlet-like text considers the recent U-turns of global reality and the need for well-meant universalist (pamphilic) ends. Such ends impel reconsideration of the standard educational-philosophical view on national affect, state sovereignty and international relations. After indicating interconnections of these issues with ecological and nuclear catastrophe, I discuss the argument that post-humanist educational theory has failed to critique the full and inherent educational complicities in the current global situation. While I agree with such diagnostics, I (...) argue that, instead of essentializing educational complicities, we may explore education as open to catastrophe in its double meaning of ‘disaster’ and ‘radical turn’. (shrink)

Though concerned with knowledge, this article begins with unknown political events that are ignored by the culture and educational practices of the societies in whose name the events took place. The questions that these events raise indicate a relation of epistemology with ethics and education that complicates some theoretical and managerial attitudes to knowledge. This relation, along with Richard Smith’s notion of knowingness, will frame an exploration of virtue-epistemologies that contests epistemic exaggerations of the knower as accomplished virtuous character. The (...) article emphasizes the need for a normative epistemology that critically invigorates the educational aim of transmitting knowledge and submits it to ethico-political considerations. (shrink)

Is it Eurocentric on the part of western philosophers (Habermas, Derrida) or of researchers in human sciences to set out from a specific locality (Europe) to formulate ethico-political ideals with universal aspirations? In this article, I critique the ‘universalism vs. particularism’ framework within which the charge of Eurocentrism is deployed and I redefine the notion of Eurocentrism outside the drastic choice between universalism and particularism and in light of an ‘ec-centric’ reflection on the entanglement of the ‘We’ and the ‘others’. (...) I illustrate my position by discussing the Habermasian–Derridean plea for the determination of new European political responsibilities beyond any Eurocentrism. I grant that the two philosophers go indeed beyond Eurocentrism as the latter is usually understood, i.e. along the axis ‘universal–particular’. Yet, without minimizing their political contribution, I detect subtler Eurocentrisms that pervade several assumptions of Habermas’s and Derrida’s collaborative efforts. I argue that a hasty enlisting of possibilities for a politically and morally pertinent European intervention in world affairs fails to account for other, more necessary steps in the direction of reforming the western consciousness and of going beyond less easily discernible Eurocentrisms such as those theorized within the proposed, reformulated notion. (shrink)

Socialism as a political philosophy confronts many theoretical and empirical challenges in our contemporary world. Some thinkers consider it obsolete and others aspire to reformulate it by couching it in a more pragmatist idiom. My aim here is to show that the salient features of socialism, those that are worth preserving, presuppose the indispensability of critique and reflective subjectivity in a sense that goes beyond pragmatism. To develop my argument for a socialist theory that can benefit from postmodern challenges without (...) surrendering its critical force, I review some recent ideas in the socialist discourse and I contrast them with Cornelius Castoriades's theory of socialism. I conclude by defending the possibility for a new articulation of the socialist project, one that takes into account past failures as well as the shortcomings of current socialist trends. (shrink)

I argue here, that, ultimately and in large part, the stakes of educational action research are conditioned by the various ways of conceiving theory, research and practice, and I attempt to explore and put forward one such way that I view as potentially more helpful than others. I begin with a comparative overview of the implicit philosophical assumptions that have informed or grounded educational action research in the broadly conceived Germanic and Anglo-American contexts. I then examine the tensions around theory (...) and practice and the role such tensions play in educational action research. In my interpretation, the polemics surrounding this topic have significantly shaped the course educational action research has taken. Examining such polemics, then, might be useful in the effort to approach risks, prospects and visions and to develop the perspective of a recuperated, enhanced but modest philosophical intervention in educational action research. (shrink)

In this article I discuss Kant's idea of cosmopolitanism both in its prescriptive dimension (its normative content and regulative aspirations) and also its descriptive basis (its crucial philosophical-anthropological assumptions constituting its theoretical justification). My aim is to show that the prescriptive dimension cannot be treated separately from the descriptive one for some difficulties that the latter confronts pervade the former and misinform it. I then proceed to an examination of those difficulties which I locate mainly in Kant's onto-theological commitment to (...) some anthropological tenets of his era. I explore the implications of these tenets and show that they contribute negatively to the task of the promotion of a cosmopolitanism that respects difference and heterogeneity. I conclude with some critical suggestions pro-pounding a renegotiation of the paradigmatic certainties of Kant's cosmopolitanism in order to salvage its normative import and couch it in less onto-theological terms. (shrink)

Many utopian visions operate by scapegoating an Otherness. They blame an ‘enemy’ for an unbearable, dystopian current reality, holding the ‘enemy’ responsible for it or for obstructing the passage to a desired, new reality. Then they exclude (or even promise the elimination of) this ‘enemy’. Despite the renewed interest in utopias, such utopian frames remain theoretically neglected or, worse, they are considered typical of the logical structure of utopianism. This paper aims to show that this issue merits a different political-philosophical (...) attention. We begin with operations of utopian predicates in the relevant scholarship and distinguish them from the operations of the term ‘incriminatory’ that we are introducing. We term incriminatory the kind of utopian frame whose future-oriented, idealized and desired image is constructed in and through an incriminated ‘Other’. We indicate the re-conceptualizing merits of this new term and then we discuss the affirmative utopianism that does not incriminate a specific Other. Our main argument, which we deploy contra Yannis Stavrakakis’s position, is that utopias are not unavoidably or inherently incriminatory. (shrink)

The philosophical idea of the death of God has had various semantic operations within dominant modern positions on human empowerment. Beginning with the significance of this, the article aims to discuss the half-life of a God who has become a metaphor. In other words, it explores the reverberation of God and God's death in secularized philosophy as well as the consequences of this for ethics and the conception of the Good. Then, the article illustrates the complex connection of this aim (...) with the Occidental delimitation of human potentialities through gleanings from Murdoch, Arendt and Badiou´s ideas about the constellation ‘worldlessness, rupture, human frailty and everydayness’. It shows that such delimitation, operative in theories that share most of the assumptions surrounding the above constellation, re-sacralizes the justification of ethics as humanist programme. Finally, it indicates how this particular delimitation of human potentialities can be revisited through the revival of the dead metaphor of the angelic and the kind of ethics it can animate. (shrink)

In this paper, I discuss globalisation as an empirical reality that is in a complex relation to its corresponding discourse and in a critical distance from the cosmopolitan ideal. I argue that failure to grasp the distinctions between globalisation, globalism, and cosmopolitanism derives from mistaken identifications of the Is with the Ought and leads to naïve and ethnocentric glorifications of the potentialities of globalisation. Conversely, drawing the appropriate distinctions helps us articulate a more critical approach to contemporary cultural phenomena, and (...) reconsider the current place and potential role of education within the context of global affairs. From this perspective, the antagonistic impulses cultivated by globalisation and some globalist discourse are singled out and targeted via a radicalization of educational orientations. The final suggestion of the article concerns the vision of a more cosmopolitically sensitive education. (shrink)

Educational philosophy has not discussed Foucault’s publications on the Iranian Revolution and the related controversy. Foucauldian concepts are applied to education, though his only writings which ‘sidetracked’ him from exploring power within the state, namely, his journalistic accounts of his visits to Iran, remain unexplored in our field. Against moralist accusations of Foucault’s views on Iran as ‘singularly uncritical’, and beyond standard postcolonial charges of Foucault with exoticism and orientalism, I examine how the writings in question reveal ambivalences and limits (...) of Foucauldian philosophy and complicate the glorification of limit-experience in educational theory. (shrink)

This article discusses how John Dewey's “Report and Recommendation upon Turkish Education” and some of Dewey's related travel narratives reflect “civilizing mission” imperatives and involve multiple utopian operations that have not yet attracted political-philosophical attention. Such critical attention would reveal Dewey's misjudgments concerning issues of diversity, geopolitics, and global justice. Based on an ethicopolitical reading of the relevant sources, the aim here is to expose developmentalist and colonial vestiges, to raise searching questions, and to obtain a heightened view on the (...) stakes of Dewey's utopianism and progressive pragmatism. The article concludes that the acknowledgment of the Armenian genocide constitutes a major challenge to Dewey scholarship. (shrink)

This article argues that hegemonic cosmopolitan narrativity fails to frame a complex cosmopolitan normativity. The hegemonic cosmopolitan narrative celebrates a mobile selfhood merely hospitable to the encountered, mobile diversity that comes ashore. A recent educational-theoretical ‘refugee-crisis’ initiative serves as an illustration of the normative shortcomings of the new cosmopolitanism. The implicit normativity of the dominant cosmopolitan narrativity is, I claim, politically too weak to cover the normative surplus of a more critical cosmo-politics. Cosmopolitanism should be recast to make higher ethico-political (...) demands on the global self and world for the cultivation of neglected ecological and relational sensibilities. (shrink)

Volume 20, Issue 1, February 2019, Page 1-19.

The aim of this article is to investigate possibilities for conceptions of critical thinking beyond the established educational framework that emphasizes skills. Distancing ourselves from the older rationalist framework, we explain that what we think wrong with the skills perspective is, amongst other things, its absolutization of performativity and outcomes. In reviewing the relevant discourse, we accept that it is possible for the skills paradigm to be change‐friendly and context‐sensitive but we argue that it is oblivious to other, non‐purposive kinds (...) of rationality that are indispensable to critical thought. Our suggestion is that there is an aporetic element in critical thought that is missing from contemporary educational positions. We consider some other efforts to redeem the surplus of criticality that performativity fails to take into account and conclude that the aporetic element that we highlight accommodates better than other theories do the significance of thematizing the taken‐for‐granted instead of focusing on problem solving. (shrink)

Discussions of loyalty typically focus on its alleged tendency to encourage pernicious attachments to collectivities. The present article intervenes in these discussions by asking how considerations of loyalty in limit-situations (Karl Jaspers) might illuminate neglected ethico-political intricacies. Rather than suggesting that loyalty, independently of circumstances, is always a virtue or a vice this article explores how loyalty’s complex synergies in limit-situations sometimes advance rather than oppose cosmopolitan justice. This perspective, I claim, helps us see that, instead of always making us (...) partial, as many contemporary discourses on loyalty assume, loyalty sometimes makes us partisan in an ethico-politically enabling sense. (shrink)

This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean-Paul Sartre's notion of the 'practico-inert' as the realm of consolidated social objects, part of which is the institution of education. It is shown that a rigid demarcation of the practico-inert, on the one hand, and praxis, on the other, lies at the heart of (...) the contemporary philosophical stance towards education. Generally, philosophy today does not allocate redemptive-political space to education and its practices (such as assessment). Hannah Arendt's and Alain Badiou's ideas on knowledge, statistics and everydayness are used here as examples, and the received view is further criticised. Then, another possible connection of philosophy and education is examined, one that would attribute to education a more active, politically operative and central role in philosophy. (shrink)

Political liberalism purports to be independent from any controversial philosophical presuppositions, and its basic principles and features are often presented as the most accommodating of difference and heterogeneity, so long as the latter is not illiberal, oppressive and fanatic. Educational theory welcomes this assumption and attempts to utilise it in citizenship curriculum debates, often in a receptive and arguably uncritical way. I shall critique the above by unveiling the contestable epistemological and anthropological theses underlying Rawls’ difference principle and by discussing (...) the conception of education that they ground. I shall draw especially on sociology of education and its questioning of the ‘racism of intelligence’ in order to show that political liberalism mistakes its self- and world-understanding as a reflection of general and undisputed facts. Further, I shall explain how a more critical perspective would give educational theory a more active role by challenging the so-called ‘reproductive’ conception of education. I shall conclude by assessing the significance of such a critique for teaching citizenship, putting forward some suggestions for a reorientation of political education. (shrink)

Political liberalism purports to be independent from any controversial philosophical presuppositions, and its basic principles and features are often presented as the most accommodating of difference and heterogeneity, so long as the latter is not illiberal, oppressive and fanatic. Educational theory welcomes this assumption and attempts to utilise it in citizenship curriculum debates, often in a receptive and arguably uncritical way. I shall critique the above by unveiling the contestable epistemological and anthropological theses underlying Rawls' difference principle and by discussing (...) the conception of education that they ground. I shall draw especially on sociology of education and its questioning of the ‘racism of intelligence’ in order to show that political liberalism mistakes its self- and world-understanding as a reflection of general and undisputed facts. Further, I shall explain how a more critical perspective would give educational theory a more active role by challenging the so-called ‘reproductive’ conception of education. I shall conclude by assessing the significance of such a critique for teaching citizenship, putting forward some suggestions for a reorientation of political education. (shrink)

In this article, I explore the way in which proximity and distance have been made relevant to cosmopolitanism and I discuss the significance contemporary theory attributes to border crossing. By employing colonial border crossing and its rationalization as an example, and by drawing from Alain Badiou's critique of political philosophy, I expose some of the problems of facile and faddish approaches to planetary movement. I argue that the real borders to be crossed by true cosmopolitans are internal and, regrettably, traversible, (...) raised at an early age, preserved through education and carried along wherever one goes. Then, I show how this thesis relativizes the drastic choice between cosmopolitanism and patriotism that is imposed by many current theories. By elaborating on Heraclitus's dictum that ‘the citizens must defend the law, as they would defend the wall of the city’, I sketch an account of patriotism that is (a) compatible with, and conducive to, cosmopolitanism as well as (b) mindful of the duplicity of the interplay of proximity and distance. (shrink)

In this article I attempt to address three positions on forgiveness that could be encouraged in schools. They are the strict view defended by Philip Barnes, the relaxed view promoted by Patricia White and the idea of forgiving the unforgivable discussed by Jacques Derrida. I shall examine the tradition from which they emerge and explore some of their problems. This will lead me to a rehabilitation of what is other to that tradition (within and without)—an other that can serve as (...) a corrective to the problems of those positions. I shall conclude the article with an exposition of the radicalisation of the teaching of forgiveness if we focus on the perspective of the one who seeks forgiveness. (shrink)

Curiosity is not prominent in investigations on democratic development. Nor is curiosity discussed in democratic education discourses. However, this article contributes to the present Special Issue the idea that the connection of curiosity and democracy should not be ignored. First, I show that curiosity’s connection with democracy has, regrettably, been largely bypassed in fields related to democratic theory and pedagogy. Then, I elaborate on how the emerging scholarship on curiosity’s intricacies makes it easier to perceive how fruitful the study of (...) curiosity’s role in democratic theory and education would be. In light of this recent rethinking of curiosity, I claim that studying a complex and ambiguous notion of curiosity (along with an equally complex and ambiguous epistemic restraint) is important for studying and advancing democracy and for enriching democratic citizenship education. (shrink)

For three years in a row, an international group of philosophers of education came together to reflect and promote a conception of philosophy as a lived experience. This book is a result of their discussions and makes an original contribution to the field. The book presents conceptual and critical works relevant to the current theoretical developments and debates within the fields of philosophy and education. The articles contribute both to philosophical clarifications and the advancement of research with solid arguments for (...) theoretical and practical redirections. To deploy their arguments, the contributors draw on classical thinkers - such as Plato, Kant, and Dewey - and on contemporary prominent theorists - such as Derrida, Badiou, and Deleuze - with fresh and critical perspectives. (Series: Studies on Education - Vol. 3). (shrink)

Cosmopolitan concern for the whole world is often treated as oppositional to particular collectivities, to corresponding sensibilities and to the obligations that follow from them. Tensions revolve around demands made upon the self (depending on the emphasis on the local or the global) and infuse educational discourse accordingly. Culturalism approaches the self as a culturally or multiculturally shaped identity, monopolises the terrain of cosmopolitan debate and narrows the scope of cosmopolitan education only to encouraging hybridity of selfhood and to cultivating (...) respect and tolerance of global diversity. In this article, I discuss Jeremy Waldron’s conception of cosmopolitan selfhood by drawing on the exemplary status attributed to specific manifestations of hybrid identity. What will gradually emerge from my discussion is, hopefully, a broadening of cosmopolitan demands upon the self and an emphasis on the transforming and reforming rather than the forming or informing significance of cosmopolitan education. This trans/re-forming significance is attached to a critical positioning of the subject regarding the ethico-political responsibilities of one’s home (-land, culture, commitments) that often go unnoticed. Doing one’s homework is shown to be a precondition for a cosmopolitanism understood within the order of treatment of, rather than agreement with, the Other. (shrink)

This essay discusses a conception of the relation of philosophy to education that has come to be widely held in both general philosophy and philosophy of education. This view is approached here through the employment of Jean-Paul Sartre’s notion of the ‘practico-inert’ as the realm of consolidated social objects, part of which is the institution of education. It is shown that a rigid demarcation of the practico-inert, on the one hand, and praxis, on the other, lies at the heart of (...) the contemporary philosophical stance towards education. Generally, philosophy today does not allocate redemptive-political space to education and its practices (such as assessment). Hannah Arendt’s and Alain Badiou’s ideas on knowledge, statistics and everydayness are used here as examples, and the received view is further criticised. Then, another possible connection of philosophy and education is examined, one that would attribute to education a more active, politically operative and central role in philosophy. (shrink)

In this article I discuss Martha Nussbaum’s cosmopolitan educational ideal and its theoretical underpinnings. I argue that, in spite of its merits, it overlooks the historical-relational dimension of cross-cultural encounters and the impediments posed by unresolved historical conflicts to the goal of cultural reconciliation. I suggest a rehabilitation of the historical-relational dimension by applying the insights of Paul Ricoeur to this context. My steps comprise a description of Nussbaum’s position, an exploration of its shortcomings, an interpolation of Ricoeur’s ideas and (...) some concomitant suggestions. (shrink)

R. Rorty uncouples cosmopolitanism from emancipation and rejects the latter on both phylogenetic and ontogenetic grounds. Thus: 1. There is no human nature to be emancipated, and 2. The notion of a rational, transcendental and conditioning subject (presupposed by traditional theories of emancipation) is obsolete. He preserves the idea of cosmopolitanism, which, in an effort to avoid foundationalisrn, he associates only with the development and progress of liberal societies. His cosmopolitanism relies on the distinction between persuasion and force and his (...) preference for conversation over rational discourse. In this paper, I discuss Rorty''s claims and trace residues of biologism, positivism, and behaviourism in them. By putting forward an immanent critique of Rorty''s account of cosmopolitanism and emancipation, I defend a non-foundationalist notion of redemption as self-realization and propose a new justification of Rorty''s distinction between force and persuasion. (shrink)

Against narrow understandings of educational research, this article defends the relevance of philosophical anthropology to ethico-political education and contests its lack of space in the philosophy of education. My approximation of this topic begins with comments on philosophical anthropology; proceeds with examples from the history of educational ideas that illustrate what is at stake in placing realism, impossibility and education side by side; and moves to what anthropologically counts as realism or realistic expectations from education. The etymology of the word (...) ‘education’ allows us to unveil educational connections with human nature that demarcate (im)possibility and thematize essentialism. By investigating various questions concerning human nature, philosophical anthropology becomes important for exploring the aims and scope of education in their utopian or anti-utopian framings. (shrink)