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  1.  12
    What Does It Mean to Be a ‘Subject’? Malabou’s Plasticity and Going Beyond the Question of the Inhuman, Posthuman, and Nonhuman.Sevket Benhur Oral - 2021 - Educational Philosophy and Theory 53 (10):998-1010.
    What it means to be human is inherently incomplete or in a state of permanent mutability. This is excellent for it opens the way to the questions of the inhuman, posthuman, and nonhuman to take center stage in the analysis of what it means to be a subject, which is a core question for education. The question of the inhuman at the core of the human is brought into focus in the work of the Slovenian School of Psychoanalysis, whose central (...)
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  2.  14
    Subject and Justice: Žižek and Tiantai Buddhism.Sevket Benhur Oral - 2018 - Educational Philosophy and Theory 50 (14):1374-1375.
  3.  86
    Liberating Facts: Harman’s Objects and Wilber’s Holons.Sevket Benhur Oral - 2014 - Studies in Philosophy and Education 33 (2):117-134.
    In this paper, an account of two novel ontologies is given to point to the need to revise the status of facts in school curriculum. It is argued that schooling is in dire need of re-enchantment. The way to re-enchant schooling is to re-enliven the world we inhabit. We need to fall head over heels in love with the world again. In order to do that, we need to shake up our conception of “the hard and cold facts of the (...)
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  4.  65
    Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme?Sevket Benhur Oral - 2013 - Studies in Philosophy and Education 32 (4):361-377.
    In this paper, I argue that Dewey’s pragmatist aesthetics, and in particular, his concept of consummatory experience, should be engaged anew to rethink the merits of the Philosophy for Children programme, which arose in the 1970s in the US as an innovative educational programme that aims to use philosophy to help school children improve their ability to become more conscious of and make judgments about the aspects of their experience that have ethical, aesthetic, political, logical, or even metaphysical meaning. Although (...)
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  5. Providing a Rationale for Promoting Argument-Based Inquiry Approach to Science Education: A Deweyan Pragmatist Aesthetics Perspective.Şevket Benhür Oral - unknown
     
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  6.  31
    Weird Reality, Aesthetics, and Vitality in Education.Sevket Benhur Oral - 2015 - Studies in Philosophy and Education 34 (5):459-474.
    This paper discusses the repercussions of a new metaphysics—speculative/weird realism—for education and pedagogy. A historic shift is taking place in present-day continental philosophy, which involves an explicit and renewed call for realism. One of the most salient features of this development is a revitalised interest in ontological questions. As part of this overall trend towards realist and materialist ontologies in current continental thinking, the paper particularly focuses on Graham Harman’s object-oriented ontology, which claims that aesthetics is first philosophy. Harman’s object-oriented (...)
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  7.  16
    Is Žižek a Mahāyāna Buddhist? Śūnyatā and Li V Žižek's Materialism.Sevket Benhur Oral - 2018 - International Journal of Žižek Studies 12 (2).
    An intriguing interresonance plays out between various forms of Mahayana Buddhist ontology and Žižek’s dialectical materialism. His disdainful critique of Buddhism is well-known. As a cultural critic, Žižek might be onto something in his contention that Western Buddhism functions as the perfect ideology for late capitalism. As an ontologist, however, he seems to be ambivalent regarding the parallels between the Buddhist Void, to which the Western Buddhists supposedly withdraw, and his elaboration of a new foundation of dialectical materialism. Žižek is (...)
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  8.  25
    Exploring the Ideal of Teaching as Consummatory Experience.Sevket Benhur Oral - 2013 - Education and Culture 29 (2):133-158.
    In this paper, I intend to discuss what I would like to call “the ideal of teaching as consummatory experience” in relation to John Dewey’s concept of “experience,” as the latter was elucidated in his later works, especially Art as Experience. What I have in mind with the phrase “the ideal of teaching as consummatory experience” basically points to what it means to be fully alive as a teacher and what happens when teaching is experienced in such a manner. In (...)
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  9.  1
    The Fantastic School: Catherine Malabou and an Ontological Basis in Defence of the School.Sevket Benhur Oral - forthcoming - Wiley: Journal of Philosophy of Education.
    Journal of Philosophy of Education, EarlyView.
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  10.  22
    What is Wrong with Using Textbooks in Education?Sevket Benhur Oral - 2013 - Educational Philosophy and Theory 45 (3):318-333.
    In this article, it is argued that the inordinate amount of time and attention given to the use of textbooks in education inadvertently leads to deadening miseducative experiences and creates a learning environment where what Dewey calls ?consummatory experience? is thwarted. In order to unpack this thesis, Dewey?s pragmatist aesthetics is engaged, and in particular, his concept of consummatory experience is defined and its temporal nature is elucidated by referring to two modes of time: chronological and phenomenological. Subsequently, the relation (...)
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  11.  10
    Thinking Meillassoux’s Factiality: A Pedagogical Movement Against Ossification of Bodymind.Sevket Benhur Oral - 2015 - Educational Philosophy and Theory 47 (10):1082-1095.
    This article is about a pedagogical movement I discern in Quentin Meillassoux’s ontology. The goal of the essay is to introduce his approach to reality in outline form and offer it as a possible route to conceptualize education as the practice of keeping the bodymind attentive and agile against its unsound ossification by way of providing a unified heightened sense of meaning, that is, consummatory experience, in a radically open and contingent world. Meillassoux offers a new conception of necessity and (...)
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  12.  3
    The Fantastic School: Catherine Malabou and an Ontological Basis in Defence of the School.Sevket Benhur Oral - forthcoming - Journal of Philosophy of Education.
    Journal of Philosophy of Education, EarlyView.
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  13.  1
    The Fantastic School: Catherine Malabou and an Ontological Basis in Defence of the School.Sevket Benhur Oral - forthcoming - Journal of Philosophy of Education.
    Journal of Philosophy of Education, EarlyView.
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