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1.
Nathan Fretwell 《Educational Philosophy and Theory》2013,45(1):55-65
This article interrogates a key feature of anarchist education; focusing on a problem with implications not only for anarchist conceptions of education, but for anarchist philosophy and practice more broadly. The problem is this: if anarchism consists in the principled opposition to all forms of coercive authority, then how is this to be reconciled with situations where justice demands the use of coercion in order to protect some particular good? It seems that anarchist educators are forced to deny coercive authority in principle, whilst at the same time affirming it in practice. This is the paradox of pedagogical authority in anarchist education. Coercive authority is simultaneously impossible and indispensable. Exploring this paradox through a reading of Jacques Derrida’s later work, and, in particular, his conception of justice as requiring openness to the singular situation, I argue that in exercising their authority anarchist educators encounter the aporetic moment in anarchism, experiencing what Derrida calls ‘the ordeal of the undecidable’. Understood this way, the paradox becomes less an indication of anarchism’s limitations than it does its value. For it is here that the problem of pedagogical authority is treated with the gravity that all questions of justice deserve. 相似文献
2.
Anarchism, Utopias and Philosophy of Education 总被引：1，自引：0，他引：1
Judith Suissa 《Journal of Philosophy of Education》2001,35(4):627-646
This paper presents a discussion of some central ideas in anarchist thought, alongside an account of experiments in anarchist education. In the course of the discussion, I try to challenge certain preconceptions about anarchism, especially concerning the anarchist view of human nature. I address the questions of whether or not anarchism is utopian, what this means, and what implications these ideas may have for dominant paradigms in philosophy of education. 相似文献
3.
Abraham DeLeon 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):122-141
Anarchist theory has a long-standing history in political theory, sociology, and philosophy. As a radical discourse, anarchist theory pushes educators and researchers towards new conceptualizations of community, theory, and praxis. Early writers, like Joseph Proudhoun and Emma Goldman, to more contemporary anarchists, such as Noam Chomsky, have established anarchist theory as an important school of thought that sits outside the Marxist discourses that have dominated the radical academic scene. Today, anarchists have been responsible for staging effective protests (specifically, Seattle, 1999) and have influenced autonomous groups like the Animal Liberation Front in their organizational and guiding philosophies. Interestingly, anarchism is glaringly absent from the literature in educational theory and research. In this article, I highlight aspects of anarchist theory that are particularly applicable to education, and also establishes specific ways that anarchist theory can inform one's own educational praxis. Specifically, I employ the anarchist framework of direct action and micro-level strategies, such as sabotage, that challenge people to resist the oppressive practices found in institutions today. 相似文献
4.
Mark Wolfmeyer 《Educational Studies A Journal of the American Educational Studies Association》2017,53(4):327-341
This article synthesizes Paul Feyerabend's controversial contributions to 20th-century philosophy of science through the synthesis of his works and the secondary literature, with specific foci on current trends in educational foundations and the potentials and pitfalls for applying Feyerabendian logics to our work. First, I situate his strains of thought within 20th-century philosophy of science contributions from Popper, Lakatos, and Kuhn. Drawing on this explication, the second section pushes against the primary misconception/controversy regarding Feyerabend as a science-hater. In reality, his contributions promote a pluralistic methodology, termed by Feyerabend (1975) as “anarchist epistemologies,” whereby (a) knowledge seekers draw from scientific methodologies and other traditions to develop competing theories and (b) they adjudicate the best methods to move forward as they seek knowledge and/or solve problems. In the third section, I tease out Feyerabend's complicated relationship to anarchism, where, on the one hand, he himself denounced political anarchism and, on the other, Feyerabend committed to anarchism by using its theory to discuss knowledge production and the role of science in society. Finally, a concluding discussion makes more explicit the specific relevance of these arguments to trends in educational foundations. 相似文献
5.
Using a critical postmodern framework, this article analyzes the relationship of the decision-making processes of anarchism and neoliberalism to that of deep democracy. Anarchist processes are found to share common core principals with deep democracy; but neoliberal processes are found to be antithetical to deep democracy. To increase the joy in learning and teaching, based upon this analysis, practical anarchist guidelines for school decision-making are suggested. 相似文献
6.
近代以来中国的社会历史条件使中国传统知识分子接收、吸纳西方无政府主义思想具有历史与逻辑的必然性。在20世纪初叶中国早期无政府主义思潮中,“天义”派知识分子以国粹幸断正无政府主义的论证思维,充分注意到了作为深层国情的中国历史文化传统,并最终归结为“中国式”无政府主义社会理想。 相似文献
7.
The authors review Judith Suissa's provocative book , Anarchism and Education: A Philosophical Perspective, a text that demonstrates the central role of education in anarchist theory. Suissa compellingly argues against the charges that anarchism is overly idealistic and impractical, instead seeing its potential for innovative and liberatory educational change. The authors suggest, however, that an enhanced conversation among critical pedagogy, antiracist pedagogy and anarchist thinking on education can help to show both the continued relevance of radical and creative thinking, and that anarchist thought has been part of the development of oppositional, critical, collaborative, teaching and learning projects . 相似文献
8.
This article reclaims mathematics from the measures of profit and control by first presenting an anarchist analysis of mathematics’ status quo societal uses and pedagogic activities. From this analysis, a vision for an anarchist math education is developed, as well as suggestions for how government school practitioners sympathetic to anarchism can insert this vision into their current work. Aspects to this vision include teacher autonomy, freedom from hierarchical curriculum structure and math class as a non-coercive, happy place. Finally, mathematics is argued to be essential knowledge for anarchistic society for three potentialities: in solving social and technological problems through application, as an analytic technology and for increasing individual happiness via the aesthetic dimension. 相似文献
9.
Christine Doddington 《Educational Philosophy and Theory》2014,46(11):1258-1269
AbstractThere are various programmes currently advocated for ways in which children might encounter philosophy as an explicit part of their education. An analysis of these reveals the ways in which they are predicated on views of what constitutes philosophy. In the sense in which they are inquiry based, purport to encourage the pursuit of puzzlement and contribute towards creating democratic citizens, these programmes either implicitly rest on the work of John Dewey or explicitly use his work as the main warrant for their approach. This article explores what might count as educational in the practice of children ‘doing’ philosophy, by reconsidering Dewey’s notion of ‘experience’. The educational desire to generate inquiry, thought and democracy is not lost, but a view that philosophy takes its impetus from wonder is introduced to help re-evaluate what might count as educational experience in a Deweyan sense. 相似文献
10.
EMMA MOORMANN 《Journal of Philosophy of Education》2020,54(3):563-581
This paper investigates the implications of some social anarchists’ views on education for thinking about authority, educational paternalism and compulsory schooling. In the first part of the paper, some key concepts in social anarchist theory will be introduced in order to demonstrate the importance of education for social anarchists. The paper then discusses anarchist educational ideas with regard to the content and process of education. Potential justifications of authority and educational paternalism receive special attention. The final part of the paper revolves around a discussion of compulsory schooling understood as a paternalist practice. It aims to contribute to ongoing debates by evaluating the educational institution of the school, and the practice of compulsory schooling, from a social anarchist perspective. The pragmatic character of this approach is reflected by some final remarks on the feasibility and desirability of compulsory schooling in imagined anarchist societies and our existing societies. This paper is aimed at anarchist and non-anarchist philosophers of education. Anarchist theory critically scrutinises all authority and hierarchy and takes no existing social structure, institution or practice in any area of life for granted. An engagement with anarchist thinking on educational issues such as authority, directiveness, educational paternalism and compulsory schooling may help anarchists and non-anarchists alike to enrich and deepen their own views on certain practices. 相似文献
11.
Tandi Clausen-May 《British Journal of Special Education》2007,34(3):154-161
Tandi Clausen-May is a principal research officer in the Department for Research in Assessment and Measurement at the National Foundation for Educational Research. In this article, she examines the accessibility for learners with special educational needs of some of the mathematics questions from tests used in the 2003 cycle of two international surveys. Aspects of the language and layout of the questions are considered in relation to the principles of universal design as these are being formulated in the context of test development. Some potential barriers to the inclusion of pupils with special educational needs are identified and possible alter-native wording and presentation of the questions are suggested. Tandi Clausen-May closes her article with a discussion of the way in which some of the principles of universal design might inform the development of more inclusive tests for the future. 相似文献
12.
Karen A. Hawkins 《Educational Action Research》2013,21(4):464-478
This article highlights the complexity of participatory action research (PAR) in that the study outlined was carried out with and by, as opposed to on, participants. The project was contextualised in two prior-to-school settings in Australia, with the early childhood professionals and, to some extent, the preschoolers involved in this PAR project seen as co-researchers. This article explores the author’s journey to PAR, which she considered a socially just mode of inquiry. However, it is not without its complexities and challenges. This article makes transparent these complexities and explores issues of ‘power’, identity and influence in collaborative research. Questions often reflected upon by researchers are re-visited in this article: What theoretical underpinnings align with the investigation? Why undertake such a demanding research design as PAR? What does this research design involve? Where does the university researcher fit? How does a PAR team ‘work’ when there are so many different personalities involved? What are the challenges that are faced by participatory action researchers and how might these be overcome? While these challenges are not new to PAR researchers, the solutions and discussion put forward in this article may generate further reflection and debate. 相似文献
13.
James Macallister 《Journal of Philosophy of Education》2012,46(2):251-270
This article initially provides a brief overview of virtue epistemology; it thereafter considers some possible ramifications of this branch of the theory of knowledge for the philosophy of education. The main features of three different manifestations of virtue epistemology are first explained. Importantly, it is then maintained that developments in virtue epistemology may offer the resources to critique aspects of the debate between Hirst and Carr about how the philosophy of education ought to be carried out and by whom. Wilfred Carr's position—that educational practitioners have privileged access to philosophical knowledge about teaching practice—will in particular be questioned. It will be argued that Carr's view rests on a form of epistemology, internalism, which places unreasonably narrow restrictions upon the range of actors and ways, in which philosophical knowledge of and/or for education might be achieved. In declaring that practical wisdom regarding teaching is ‘entirely dependent’ on practitioner reflection, Carr not only radically deviates from Aristotle's notion of practical wisdom, he also, in effect, renders redundant all philosophical research about education that is not initiated by teachers in this manner. It is concluded that Aristotle's general approach to acquiring information and knowledge about the world might yet still offer a foundation for a more comprehensive philosophy of education; one that makes clear that the professional testimony and reflection of teachers, observation of teaching practice, and already existing educational philosophy, theory and policy can all be perceived as potentially valuable sources of philosophical knowledge of and for education. 相似文献
14.
《Educational Philosophy and Theory》2013,45(1):8-15
AbstractFollowing a trajectory of thinking from the philosophy of Spinoza via the work of Nietzsche and through Deleuze’s texts, this article explores the possibility of framing a contemporary pedagogical practice by an ontological order that does not presuppose the superiority of the mind over the body and that does not rely on universal morals but that considers instead, as its ontological point of departure, the actual bodies of children and pedagogues through what has come to be known as affective learning. When considering the potentiality of a pure ontology, as outlined by Spinoza, I argue that Nietzsche’s critique of higher values and universal morals allows for a deeper understanding of the limitations of a traditional image of thought. Furthermore, I argue that Deleuze’s conception of the dogmatic image of thought can provide a helpful framework when connecting the work of the two aforementioned philosophers and when conceptualizing a possible image of thought based on the body as a singularity harboring flows of power, rather than one where the body is considered a necessary obstacle to be overcome in the quest for higher values that are situated always beyond the reach of the experiencing body.This philosophical discussion is then situated within the field of educational philosophy via the concept of affective learning which enables the incorporation of these ideas into a concrete educational setting. 相似文献
15.
18世纪末,从哲学视角出发,康德以深刻的哲学思辨为"教育学"这门学科赢得了三尺讲坛。高瞻哲学俯瞰教育,康德不仅仅成了一位举世瞩目的哲学家,也成了一位影响深远的教育思想家。20世纪初,扎根教育面朝哲学,杜威成为进步主义教育的奠基人,也成为美国本土哲学——实用主义哲学的创始人。文章试图从教育视角、教育理想、教育起源、教育本质、教育目的、教育阶段以及道德教育等方面来解读康德和杜威的教育思想。深入分析这两种截然不同的理论——从哲学到教育、从教育到哲学,有助于我们全面地理解康德和杜威教育思想,有助于我们透过种种现象看清教育前进的方向,更有助于我们重新审视教育的过去、现在及未来。 相似文献
16.
AbstractIn this paper, we build on recent work on the role of the ‘utopian pedagogue’ to explore how utopian thinking can be developed within contemporary higher education institutions. In defending a utopian orientation on the part of HE lecturers, we develop the notion of ‘minimal utopianism’; a notion which, we suggest, expresses the difficult position of critical educators concerned to offer their students the tools with which to imagine and explore alternatives to current social and political reality, while acknowledging the contingent ethical constraints of the system within which they and their students are working. While agreeing with utopian theorists such as Darren Webb who have defended the need for ‘blueprint utopias’ in education in the face of the reduction of the idea of utopia to a purely process-oriented pedagogy, our focus here is on the prior educational task of providing the conceptual and communicative tools for utopian thinking to emerge. The collaborative nature of this paper is reflected in the interdisciplinary sources on which we draw in developing our ideas, including moral philosophy, literary theory, political philosophy, anarchist theory and utopian studies. 相似文献
17.
李石曾作为近代无政府主义代表人物、资产阶级民主革命家,信仰无政府主义,主张资产阶级民主革命,并为实现其思想进行了一系列的实践活动。考察李石曾的政治思想及活动,能更深入地理解中国政治近代化转型的过程。 相似文献
18.
19.
雷云 《四川师范大学学报(社会科学版)》2011,(5):72-76
雅斯贝尔斯以"生存论"反思教育的认识论基础,以"精神陶冶"重释"教育"的内涵,以"本真教育"重建教育的实践形态,使教育认识论陷入深刻的理论危机,形成了颇具特色的"生存论"教育哲学。总体而言,雅氏教育哲学既存在诸如"虚玄的理论基础"、"过度的理论批判"等局限,又随处闪烁着熠熠生辉的真知灼见。 相似文献
20.
Peter Kraftl 《Critical Studies in Education》2016,57(1):116-130
This article develops a novel conceptual framework for examining the (re)formulation of habits in education spaces. It is based on the premise that education spaces are key sites for channelling and intervening in children’s habits, to various ends. The article focuses on the ways educators at alternative education spaces in the United Kingdom seek to (re)formulate children’s habits. In some cases, they do so to combat social exclusion, dealing with some of the most vulnerable children in the UK’s educational system. Drawing on the habit-theories of Ravaisson and Dewey, and commensurate post-human, more-than-social approaches to childhood, the article proposes a two-fold conceptualisation of habit: as ‘(re)calibration’ and as ‘contagion’. The article draws on empirical examples taken from 10 years’ research across 59 alternative education spaces in the United Kingdom. Developing recent educational scholarship on bodies, emotions and affects, it develops an expanded, post-human notion of ‘collective’ habits that might offer a conceptual language for challenging and imagining alternatives to the perceived problems of the neoliberal educational mainstream. However, the article closes by posing some critical questions for further scholarship about why educators might specifically choose to intervene into children’s habits – not least in terms of inclusion and social justice. 相似文献