When unhappiness is not the endpoint, fostering justice through education

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethics and Education Pub Date : 2022-03-21 DOI:10.1080/17449642.2022.2054562
Elin Rodahl Lie
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引用次数: 1

Abstract

ABSTRACT With a specific example from Norway and inspiration from Sara Ahmed’s The Promise of Happiness, this article demonstrates how today’s educational rhetoric lacks the language and will to recognise a key pedagogical dimension in education: what happens when the normative ambitions of education and students meet. At best, teaching students life skills to mitigate their mental health issues is naive. Inspired by Ahmed, such an initiative might actually work against its purpose. At a time when educational outcomes are emphasised in local and international political contexts, I argue that the task of philosophy of education should be 1) to reclaim the significance of the pedagogical dimension in education and 2) to philosophise on what negative emotions such as unhappiness require of education.
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当不快乐不是终点时,通过教育培养正义
本文以挪威的一个具体例子为例,并从萨拉·艾哈迈德的《幸福的承诺》中得到启发,展示了当今的教育修辞如何缺乏语言和意愿来认识教育中一个关键的教学维度:当教育和学生的规范性抱负相遇时会发生什么。往好了说,教学生生活技能来缓解他们的心理健康问题是幼稚的。受到艾哈迈德的启发,这样的倡议实际上可能会适得其反。当教育成果在本地和国际政治背景下被强调时,我认为教育哲学的任务应该是:1)重新确立教育中教学维度的重要性;2)从哲学的角度探讨不快乐等负面情绪对教育的要求。
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来源期刊
Ethics and Education
Ethics and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.70
自引率
11.10%
发文量
22
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