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1.
Abstract

This is the second of two articles that are connected in a reading of The plague by Albert Camus. The other article is a determined narration of the events of a tragedy that befalls a city on the coast of Algeria. That article resists analysis beyond the decisions that are made regarding text to use, and of course interpretations to make. This article is juxtaposed to the first, with the intention of taking key themes of education and narration and considering them within the context of another tragedy and another kind of narration. In this article the narratives of government education policy are considered in relation to the event of a tragic earthquake in Christchurch, New Zealand. The government narratives are then replaced by the narratives of Oran to consider alternative ways of thinking about tragedy and education and in particular to think about the ways in which the narrative relates to the tragedy and to any learning that might happen as a result of, and during, a tragedy.  相似文献   

2.
Abstract

This article provides a Taoist reading of Camus’ posthumously published novel, The first man. With its focus on the early life of the central character, Jacques Cormery, The first man is a semi-autobiographical account of learning and transformation, but it is, like so many other stories of its kind, one sustained by complex tensions: between the comfort of the familiar and the promise of the new; between possibility and despair; between resistance and acceptance. A theme that binds some of the key educational elements of the book together is love: Jacques’s love of his mother and his elementary school teacher and their love for him; love of learning; and love of ‘home’. A Taoist theoretical framework is helpful in understanding the nature of this love and its pedagogical significance. In particular, the book exemplifies the importance of the figure of the mother—both in the person of Jacques’s mother and more symbolically in the notion of ‘the Great Mother’. The article concludes with thoughts on the value of literature for educational inquiry.  相似文献   

3.
Abstract

This article examines the concept of the stranger and the experience of strangeness in Albert Camus’s The stranger. These themes have a range of synergies with educational thought. They also lead us to other concepts that may have a place in educational debate, in particular the concepts of the absurd and rebellion. This train of thought also has potential for educational practice. If we accept that strangeness has a positive place in education, Camus is insightful in allowing us to examine its pedagogical foundations and the wider conditions necessary to give rise to the experience of strangeness.  相似文献   

4.
Abstract

Among the most neglected of Albert Camus’ literary works is his play The misunderstanding. Composed while Camus was in exile in occupied France, and first performed on stage in 1944, The misunderstanding depicts the events that unfold when a man returns, without declaring his identity, to a home he left 20 years ago. Unrecognized, he is killed by his mother and sister for financial gain. This article draws on ideas from Emmanuel Levinas in identifying and discussing some of the key ethical and educational themes in the text. It is argued that the forms of misunderstanding evident in Camus’ play mirror those exhibited in pedagogical institutions such as schools. The misunderstanding demonstrates that what is often missing in our communicative relations is careful attention to the Other. Camus does not offer us any easy way out when confronting the impossibility of fully knowing ourselves and others; instead, he shows that we must acknowledge the suffering this brings and take responsibility for it.  相似文献   

5.
The purpose of this article is to make a case for The Rebel as an important educational text. Discussing The Rebel in this way for the first time, the goal is to try and demonstrate that the work could have a unique contribution; in particular there might be a number of similarities between Camus and educational thinkers relating to the goals, pedagogy and the meaning of education. The Rebel has been noted as Camus’s most underexplored text so by investigating these synergies for the first time, this article aims to demonstrate another dimension to The Rebel and potential relevance for educational theory and practice.  相似文献   

6.
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7.
ABSTRACT

It is widely known that there is a discrepancy between educational policy on the one side, and teaching and learning practices on the other. Most studies have been focusing on the sociocultural and micropolitical frames that shape teachers’ understandings and enactments of teaching, and that cause the vast diversity of classroom practices around the world. This article wants to draw attention to the ‘politics of use’ in teachers’ work: how teachers mobilize larger political narratives when implementing curriculum reform. Arguably, these narratives provide a shortcut between the central government and street-level actors, thus circumventing the logics of these actors’ immediate institutional environments.

In order to showcase the politics of use, the article uses the case of education for creativity as it is designed for and practiced at Chinese schools. The case reveals how education for creativity is compromised by requirements emanating from larger political programs when implemented in Chinese classrooms. The article challenges the view that educational policy necessarily moves through a trickle-down process, from higher to medium to lower-level actors. In cases of strong ideological alignment between street-level actors and central state actors, educational policy may in fact sidestep and hence neutralize important institutional actors.  相似文献   

8.
This article is an exercise of practical theology in which the author proposes a hermeneutical analysis of popular religiosity stories and their value for Christian education. It explores the context where these stories are born (lo cotidiano/the everyday) and discusses their mediatory potential as articulations of the encounter between God and humanity within history. The author proposes to read these stories with the help of an interpretive approach rooted in Cultural Studies theory. The article concludes with a number of pedagogical recommendations for using popular religiosity narratives as legitimate sources for theological reflection and Christian education, particularly in culturally diverse contexts.  相似文献   

9.
Abstract

This article explores the story of ‘the other Mersault’ whose narrative is published in the posthumous and arguably incomplete work A happy death. That this work is incomplete and that it appears (particularly through a reading of Camus’ notebooks) to be a precursor to The outsider, has arguably limited scholarly analysis of its character and plot. However, the themes that are explored in A happy death are significant in their distinction to those themes that are experienced by the other, younger, Meursault. In A happy death the world must be conquered by the will of a young man to find his happiness. He is not an outsider, and he is not content with his lot. Given an opportunity to address this latter concern, he acts upon his life in a search for happiness and in so doing engages in an ultimately frustrating, yet in some way enlightening, quest. In this article Mersault’s search for happiness is plotted in relation to his thinking about time, childhood, happiness and death. His journey is considered in relation to other stories of the search for some greater human condition. It is argued that his will to be happy reveals the absurdity of searching or not searching. This absurdity is considered in relation to the nature and purpose of school in the sense that such a relation to the search for knowledge might free school from its disciplinary tasks … and frees the learner, the child, the teacher, from the violence of having to want to know.  相似文献   

10.
ABSTRACT

B’nai mitzvah is a significant motivation for engagement in Jewish education. Professionals and families devote resources in aiding young people in becoming b’nai mitzvah. This article examines the adolescent narratives of b’nai mitzvah and the ways in which adults feature in their stories. Their accounts surface a belief that adults support them through pep talks, expressions of pride, helping them make choices, and being with them through the process. Teens see themselves responsible for their choices and achievements, but are appreciative of support. This article raises questions about what ways and by whom adolescents should be guided and supported.  相似文献   

11.
Abstract

The infamous story of a young office clerk called Meursault has long entertained literary critics, scholars, musicians, artists and school teachers for the light and shadow that it reveals around and on the human condition. His character has been lauded as existential hero and rebuked as lacking agency. In this article, his story, in Camus’ The outsider, is explored as an educational challenge to a society to reflect on the territory it occupies, and the ways in which the sociopolitical machinery deals with perceived anomalies (like the character Meursault). The article explores notions of normalcy and ordinariness in relation to Meursault’s thinking and experience in order to consider the idea of what lies outside, or beyond, thinking about education. The argument here is that Meursault’s failure to intervene in his own life challenges both the ways in which we are ordinarily educated and the ways in which we ordinarily resist our education.  相似文献   

12.
In this paper, we will explore how Albert Camus has much to offer philosophers of education. Although a number of educationalists have attempted to explicate the educational implications of Camus’ literary works, these analyses have not attempted to extrapolate pedagogical guidelines towards developing an educational framework for children’s philosophical practice in the way Matthew Lipman did from John Dewey’s philosophy of education, which informed his philosophy for children curriculum and pedagogy. We focus on the phenomenology of inquiry; that is, inquiry that begins with genuinely felt doubt, pointing to a problematic to which the inquirer seeks a solution or resolution. We argue that the central purpose of education is to develop lucid individuals. To this end, we concentrate on Dewey and the pragmatist tradition, starting from Peirce, leading to Lipman’s development of Dewey’s educational guidelines into classroom practice. We show where Camus and the pragmatists are congruent in their thinking, insofar as they can inform the educative process of the community of inquiry. What we conclude is that the role of the teacher is to develop lucid individuals facilitated in a classroom that is transformed into a community of inquiry embedded in contemporary historical moments.  相似文献   

13.
Abstract

Joseph Conrad’s ‘The secret sharer’ has often been associated with what can be called initiation stories. However, in this article I argue that Conrad’s text is more than that. It can, I suggest, be read as an allegory of the inaccessibility to reveal the essence of being in command, being in education, and also the inaccessibility of the essence of the meaning of the text itself. It keeps its secret by allegorically staging alternative readings. This inaccessibility gives rise to a feeling of strangeness, of the uncanny, that must be faced in order to pass through the initiation into the unknown that all the possible allegorical meanings of the text produce. In other words, ‘The secret sharer’ has an educational value that goes beyond the act of merely using it to exemplify a certain type of initiation. In this way I connect Conrad’s text to the themes of strangeness and the stranger and show how they mutually can involve a reading of education and literature as two distinct discourses of learning.  相似文献   

14.
Episodic prospection is the mental simulation of a personal future event in rich contextual detail. This study examined age-related differences in episodic prospection in 5- to 11-year-olds and adults (N = 157), as well as factors that may contribute to developmental improvements. Participants’ narratives of past, future, and make-believe events were coded for episodic content, and self-concept coherence (i.e., how coherently an individual sees himself or herself) and narrative ability were tested as predictors of episodic prospection. Although all ages provided less episodic content for future event narratives, age-related improvements were observed across childhood, suggesting future event generation is particularly difficult for children. Self-concept coherence and narrative ability each independently predicted the episodic content of 5- and 7-year-olds’ future event narratives.  相似文献   

15.
ABSTRACT

Although the emergence of a sense of national identity in daily narratives is common, little is known about how the Chinese older adults, particularly those living in rural districts, remember national events and construct a sense of belonging to their country. In this qualitative study, we investigate how Chinese rural older adults construct national identity by telling their life stories. Adopting a hermeneutic phenomenological approach, we interviewed 18 participants in a village located in southwest China. The explicitation of the data revealed that the older adults in this study recalled many national events in much detail while telling their personal stories as though these events formed an essential part of their self-concept and identity. Four themes were identified regarding the older adults’ identification with their country: remembering Chinese history, emphasizing Chinese culture, praising the central government and national leaders, and national identity in negotiation. We discuss limitations of the study and the implications for both future research and practices in educational gerontology and suggest that professionals working with Chinese rural older adults aware that their clients’ personal narratives might mix with national and governmental matters.  相似文献   

16.
We draw on data collected by two researchers in two projects, one with an experienced and one with a novice teacher. We highlight connections between the teachers’ personal narratives and their professional practice. We describe educational settings and instructional practices that enabled the two teachers to recognise fragile stories in their personal and professional lives. As participant observers, through interviews and in an exchange of narrative accounts, we helped the teachers strengthen their fragile stories and witnessed a process of change in which the teachers structured their lives in such ways that safeguarded authenticity and congruency with important personal issues.  相似文献   

17.
Abstract

In one of his notebooks, Albert Camus describes, The stranger, The myth of Sisyphus, Caligula and The misunderstanding as pertaining to a series; a schema that suggests that if one were to write about one of these literary works, one would be writing about parts of a whole unless one also engaged with the others. Whether one does this or not, may or may not reflect the nature of the relationship one sees these texts as sharing. The stranger and The myth of Sisyphus share something unique: they are both as Camus describes them, zero points; a zero point here being understood as the zero point at which one thinks about one’s existence. This article begins with a reflection upon the relative philosophical value of understanding The myth of Sisyphus as a work of art and then occupies itself with how this understanding might provide an opportunity for self-reflection when reading The stranger. The reading of The myth of Sisyphus is not used so much to better understand Meursault (the protagonist of The stranger) and his story but to invert our interpretative methodology such that it is possible to speak to the reader as a significant actor. The novel is thought of in terms of the gifting of a philosophical problem, a problem which the author of this article attempts to understand from the point of view of how one might see oneself as paradoxically implicated in the drama of its articulation. It is this paradox that will lead us to speak of the narrative of The stranger as referring to a problem in how philosophy speaks to our experience of education.  相似文献   

18.
ABSTRACT

Aboriginal and Torres Strait Islander students’ experiences in Australian higher education continue to be influenced by the sociopolitical narratives of alterity which locate the students as more likely than their nonIndigenous peers to struggle academically and need support. These western-centric perceptions of indigeneities not only affect Indigenous students’ everyday university experiences but can even influence their decision whether to persist with their studies or not. Drawing on data collected in a large, metropolitan Australian university, this article presents a case study of Indigenous students’ ways of perceiving and resisting their positioning by the dominant university systems as ‘problematic’, at risk of failure and needing support. Specifically, the article explores educational pathways of three Indigenous students, their narratives exemplifying primary strategies of enacting and articulating resistances to the dominant education structures in order to fuel academic success.  相似文献   

19.
This article considers the increased identification of special educational needs in Australia’s largest education system from the perspectives of senior public servants, regional directors, principals, school counsellors, classroom teachers, support class teachers, learning support teachers, and teaching assistants (n = 30). While their perceptions of an increase generally align with the story told by official statistics, participants’ narratives reveal that school-based identification of special educational needs is neither art nor science. This research finds that rather than an objective indication of the number and nature of children with special educational needs, official statistics may be more appropriately viewed as a product of funding eligibility and the assumptions of the adults who teach, refer, and assess children who experience difficulties in school and with learning.  相似文献   

20.
ABSTRACT

This article attempts to test the hypothesis that Jewish wisdom can impact the real-life work challenges of non-profit/philanthropy power dynamics. By examining the narratives of King Aggripas and the sages, I explore an analogue to these power dynamics in rabbinic literature. In M Sotah 7:8, the rabbis flatter Aggripas by calling him their brother, even though he is not. The later rabbinic examinations of this interaction offer multiple ways of understanding this encounter, all relevant to modern-day applications. In addition, other stories of Aggripas reported in rabbinic literature further nuance this exploration.  相似文献   

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