Order:
  1.  10
    Seeing Through a Glass, Darkly? Towards an Educational Iconomy of the Digital Screen.Wiebe Koopal & Joris Vlieghe - 2022 - Educational Philosophy and Theory 54 (1):61-70.
    This paper attempts to reassess the educational affordances of digital screens, at a time when their educational impact has become incontournable, but is also increasingly growing suspicion. To bypass the redundancies of overly critical theoretical approaches, the paper foregrounds the subjectifying potentialities of the screen’s elusive technological ‘plasticity’. After the introduction, in which some pedagogical misgivings about the digital screen are addressed, we turn to Marie-José Mondzain’s historico-philosophical genealogy of iconoclasm. Trying to make sense of the aesthetic-political ambivalence that shrouded (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark   1 citation  
  2.  3
    Caring for Literature that Matters? Conceptualizing a Thing-centered Perspective on Literature Education with Rousseau, Deleuze, and Calvino.Wiebe Koopal & Joris Vlieghe - 2022 - Studies in Philosophy and Education 41 (5):529-549.
    This paper primarily aims at conceptualizing a new philosophical approach to literature education, one that we—in the vein of certain pedagogical trends—propose to call “thing-centered”. Point of departure is the ongoing confrontation with a two-sided educational problem: on the one hand, the confrontation with the steady decline of younger generations’ engagements with ‘classical’ literature; on the other hand, that with the unsatisfactory answers which either accept this development, in light of the world’s irresistible digitization, or try overcoming it through a (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  3.  4
    If Music Be the Food of Education: Thinking Elementary Music Education with Michel Serres.Wiebe Koopal & Joris Vlieghe - 2022 - Philosophy of Education 78 (1):119-131.
    No categories
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  4.  20
    Éducation Sentimentale? Rethinking Emotional Intelligence with Michel Henry: From Incarnation to Education.Wiebe Koopal & Joris Vlieghe - 2019 - Ethics and Education 14 (3):367-382.
    ABSTRACTIn this paper we explore the possibility of rethinking the concept of emotional intelligence within the context of education. By developing a pedagogical dialogue with Michel Henry’s phenomenology of incarnation, we try to move beyond existing models of emotional intelligence by shifting the emphasis from the intellectual significance of emotion to a more original incarnate affectivity within intelligence, understood as lived sense-making. We claim that this ontological and ontogenetic perspective on emotion puts it at the heart of education. Yet only (...)
    Direct download (2 more)  
     
    Export citation  
     
    Bookmark  
  5.  5
    Music Education as Faustian Bargain: Re-Enchanting the World with Thomas Mann's Doktor Faustus.Wiebe Koopal & Joris Vlieghe - 2020 - Journal of Aesthetic Education 54 (4):101.
    Ever since its publication in 1947, Thomas Mann's Doktor Faustus,1 his last major novel, has triggered many discussions and scholarly analyses. Evidently, the fictitious life story of Adrian Leverkühn, the genius composer who strikes an unsavory bargain with the devil, abounds in literary artifice and ingenuity, drawing to that end from a nigh bottomless reservoir of extremely variegated cultural references.2 Leaving out strictly literary analyses, most critical attention for Mann's version of the Faust myth is centered on its politico-aesthetical motifs—its (...)
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark  
  6.  3
    Derek Ford’s Inhuman Educations.Wiebe Koopal - 2021 - Studies in Philosophy and Education 40 (5):535-543.
  7.  1
    To Beat or Not to Beat? On Music, Violence, and Education.Wiebe Koopal - 2022 - Ethics and Education 17 (1):117-139.
    ABSTRACT In this article I venture the hypothesis that music confronts education with the possibility to think violence in ways that are both inherently educational and radically affirmative. Beginning with a reflection on a poem by Elizabeth Barrett Browning, which emphatically evokes the violence within the genesis of music, I then move in a different direction in the second section, which surveys how extant educational has thematized violence so far. Concluding that this thematization, notwithstanding many nuances, invariably implies a negative (...)
    No categories
    Direct download (3 more)  
     
    Export citation  
     
    Bookmark