Bataille and the Poverty of Academic Form

IF 0.9 4区教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Studies in Philosophy and Education Pub Date : 2023-11-13 DOI:10.1007/s11217-023-09908-1

Ansgar Allen

引用次数: 0

Abstract

Abstract This paper argues that the dominant modes of academic address, the conference paper, the journal article, and the monograph, reinforce problematic and exclusionary assumptions concerning what counts as legitimate research, whilst also restricting academic enquiry and impoverishing intellectual life. It makes its case by exploring in some detail the intellectual commitments of one the West’s more wayward 20th century thinkers, Georges Bataille. It suggests that Bataille presents not simply a conceptual armoury (and one among many) for critiquing Western logocentrism from within, but offers an example of what a less domesticated, less stylistically narrowed mode of thinking might look like.

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巴塔耶与学术形式的贫乏

摘要本文认为，学术演讲的主导模式，会议论文、期刊文章和专著，强化了关于什么是合法研究的问题和排斥性假设，同时也限制了学术探究，使知识生活变得贫瘠。本书通过对20世纪西方较为任性的思想家之一乔治•巴塔耶(Georges Bataille)的思想承诺进行了一些详细的探讨，从而证明了自己的观点。它表明，巴塔耶不仅提供了一个从内部批判西方逻逻斯中心主义的概念军械库(以及众多军械库中的一个)，而且提供了一个不那么驯化、不那么风格狭隘的思维模式可能是什么样子的例子。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Philosophy and Education Multiple-

CiteScore

2.50

自引率

10.00%

发文量

期刊介绍： Studies in Philosophy and Education is an international peer-reviewed journal that focuses on the philosophical, theoretical, normative and conceptual problems and issues in educational research, policy and practice. As such, Studies in Philosophy and Education is not the expression of any one philosophical or theoretical school or cultural tradition. Rather, the journal promotes exchange and collaboration among philosophers, philosophers of education, educational and social science researchers, and educational policy makers throughout the world. Contributions that address this wide audience, while clearly presenting a philosophical argument and reflecting standards of academic excellence, are encouraged. Topics may range widely from important methodological issues in educational research as shaped by the philosophy of science to substantive educational policy problems as shaped by moral and social and political philosophy and educational theory. In addition, single issues of the journal are occasionally devoted to the critical discussion of a special topic of educational and philosophical importance. There is also a frequent Reviews and Rejoinders’ section, featuring book review essays with replies from the authors.

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