This article brings into relief two desiderata in childrearing, the importance of which the pandemic has made clearer than ever. The first is to ensure that, in schools as well as outside them, children have ample opportunities to enjoy goods that are particular to childhood: unstructured time, to be spent playing with other children, discovering the world in company or alone, or indeed pursuing any of the creative activities that make children happy and help, them learn. I refer to these as "special goods of childhood." The second desiderata is to turn childrearing into a more communal practice, with lesser parental monopoly of care. For this, we need to give children access to multiple caring adults, and thus more opportunities to form secure and protected relationships.
{"title":"Childhood after COVID: Children’s Interests in a Flourishing Childhood and a More Communal Childrearing","authors":"Anca Gheaus","doi":"10.7202/1088384ar","DOIUrl":"https://doi.org/10.7202/1088384ar","url":null,"abstract":"This article brings into relief two desiderata in childrearing, the importance of which the pandemic has made clearer than ever. The first is to ensure that, in schools as well as outside them, children have ample opportunities to enjoy goods that are particular to childhood: unstructured time, to be spent playing with other children, discovering the world in company or alone, or indeed pursuing any of the creative activities that make children happy and help, them learn. I refer to these as \"special goods of childhood.\" The second desiderata is to turn childrearing into a more communal practice, with lesser parental monopoly of care. For this, we need to give children access to multiple caring adults, and thus more opportunities to form secure and protected relationships.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71246141","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The binary work/leisure continues to be used to categorize many human activities, but falls short for ways of life in which a particular set of values undergirds all activities. This paper discusses regenerative forms of growing and harvesting food – in particular, permaculture and natural farming – as values-based practices that blur the boundaries between work and leisure. While there are other values-based practices that unite vocation and avocation, permaculture The binary work/leisure continues to be used to categorize many human activities, but falls short for ways of life in which a particular set of values undergirds all activities. This paper discusses regenerative forms of growing and harvesting food – in particular, permaculture and natural farming – as values-based practices that blur the boundaries between work and leisure. While there are other values-based practices that unite vocation and avocation, permaculture and natural farming are of special interest because they respond to young climate activists’ desire for ways of life that acknowledge that human activities are part of ecosystems, and that accept the need for an ecological transition.
{"title":"Beyond Vocation or Avocation: Regenerative Food Growing as a Way of Life","authors":"Claudia Ruitenberg","doi":"10.7202/1090413ar","DOIUrl":"https://doi.org/10.7202/1090413ar","url":null,"abstract":"The binary work/leisure continues to be used to categorize many human activities, but falls short for ways of life in which a particular set of values undergirds all activities. This paper discusses regenerative forms of growing and harvesting food – in particular, permaculture and natural farming – as values-based practices that blur the boundaries between work and leisure. While there are other values-based practices that unite vocation and avocation, permaculture The binary work/leisure continues to be used to categorize many human activities, but falls short for ways of life in which a particular set of values undergirds all activities. This paper discusses regenerative forms of growing and harvesting food – in particular, permaculture and natural farming – as values-based practices that blur the boundaries between work and leisure. While there are other values-based practices that unite vocation and avocation, permaculture and natural farming are of special interest because they respond to young climate activists’ desire for ways of life that acknowledge that human activities are part of ecosystems, and that accept the need for an ecological transition.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71250831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Rethinking Leisure and Education","authors":"Oded Zipory","doi":"10.7202/1090408ar","DOIUrl":"https://doi.org/10.7202/1090408ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71251074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Much of the current available literature on leisure characterizes it as an additional consumer good: a derivative of capitalist society, featured as a commodity and, for the most part, an industry. This paper argues that recovering the concept of leisure from the ancients, with a contemporary focus on culture and the practice of living artfully, will help us create a new understanding of leisure that will break free from the reigning popular focus on “free time.” Much of the current available literature on leisure characterizes it as an additional consumer good: a derivative of capitalist society, featured as a commodity and, for the most part, an industry. This paper argues that recovering the concept of leisure from the ancients, with a contemporary focus on culture and the practice of living artfully, will help us create a new understanding of leisure that will break free from the reigning popular focus on “free time.” The concept of leisure (scholé) will here be set against an existential backdrop that will situate it entirely within the realm of education, to reveal important connections to what it means to be an educated self and to lead a flourishing collective life in the form of culture. This discussion will conclude with a portrait of the concept that will be of interest to democracy-oriented educators, as we set the groundwork for actualizing the concept in the practice and lives of teachers and students in today’s world.
{"title":"Recognizing Leisure: A Portrait of the Concept through the Educated Self","authors":"Givanni M. Ildefonso-Sánchez","doi":"10.7202/1090409ar","DOIUrl":"https://doi.org/10.7202/1090409ar","url":null,"abstract":"Much of the current available literature on leisure characterizes it as an additional consumer good: a derivative of capitalist society, featured as a commodity and, for the most part, an industry. This paper argues that recovering the concept of leisure from the ancients, with a contemporary focus on culture and the practice of living artfully, will help us create a new understanding of leisure that will break free from the reigning popular focus on “free time.” Much of the current available literature on leisure characterizes it as an additional consumer good: a derivative of capitalist society, featured as a commodity and, for the most part, an industry. This paper argues that recovering the concept of leisure from the ancients, with a contemporary focus on culture and the practice of living artfully, will help us create a new understanding of leisure that will break free from the reigning popular focus on “free time.” The concept of leisure (scholé) will here be set against an existential backdrop that will situate it entirely within the realm of education, to reveal important connections to what it means to be an educated self and to lead a flourishing collective life in the form of culture. This discussion will conclude with a portrait of the concept that will be of interest to democracy-oriented educators, as we set the groundwork for actualizing the concept in the practice and lives of teachers and students in today’s world.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71251119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Reimagining the Call to Teach: A Witness to Teachers and Teaching by David T. Hansen. New York and London: Teachers College Press, 2021","authors":"Daniella J. Forster, J. Orchard","doi":"10.7202/1094137ar","DOIUrl":"https://doi.org/10.7202/1094137ar","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"66 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71255504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The pandemic made us hold our breath for a return to "normal." But education in "normal" times involves race-based violence and class-based inequality that the pandemic simply made plainer to see. Reviewing the impacts of the pandemic and action for racial justice over the last two years, I show how the dislocation of the "normal" laid bare what Riz Ahmed has called "a 'normality' of entitlement and extraction.
{"title":"When the Façade of the Normal Falls Away","authors":"Kal Alston","doi":"10.7202/1088375ar","DOIUrl":"https://doi.org/10.7202/1088375ar","url":null,"abstract":"The pandemic made us hold our breath for a return to \"normal.\" But education in \"normal\" times involves race-based violence and class-based inequality that the pandemic simply made plainer to see. Reviewing the impacts of the pandemic and action for racial justice over the last two years, I show how the dislocation of the \"normal\" laid bare what Riz Ahmed has called \"a 'normality' of entitlement and extraction.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71245331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The article is concerned with the difficulty of providing leisure today with a positive definition that goes beyond merely being a negation of work. I argue that the vague boundaries between work and leisure play into the hands of work – a highly praised activity that is dominant in today’s society. I argue that in such a situation, education as leisure and as good in itself is hard to conceive and sustain. First, I present the concept of leisure in ancient Greece (scholé) as time dedicated to autotelic activities – activities taken for their own good – a definition that remains paradigmatic despite its later impossibility. I then show that once work has transformed from hated to bearable to eventually understood as good from a moral perspective, the concept of leisure has also changed – so much so that its positive definition is no longer available to us. After showing how education is affected by The article is concerned with the difficulty of providing leisure today with a positive definition that goes beyond merely being a negation of work. I argue that the vague boundaries between work and leisure play into the hands of work – a highly praised activity that is dominant in today’s society. I argue that in such a situation, education as leisure and as good in itself is hard to conceive and sustain. First, I present the concept of leisure in ancient Greece (scholé) as time dedicated to autotelic activities – activities taken for their own good – a definition that remains paradigmatic despite its later impossibility. I then show that once work has transformed from hated to bearable to eventually understood as good from a moral perspective, the concept of leisure has also changed – so much so that its positive definition is no longer available to us. After showing how education is affected by the diffusion of the boundaries between work and leisure, I suggest three possible ways to counter this process: (1) focusing on leisure as resistance to the dominance of work, (2) appealing to the deep connection between leisure and religious worship, and (3) a radical rejection of the concept of “leisurely work” or any other kind of work that is presumed good in itself.
{"title":"On Workified Education and the Possibility of Leisure","authors":"Oded Zipory","doi":"10.7202/1090411ar","DOIUrl":"https://doi.org/10.7202/1090411ar","url":null,"abstract":"The article is concerned with the difficulty of providing leisure today with a positive definition that goes beyond merely being a negation of work. I argue that the vague boundaries between work and leisure play into the hands of work – a highly praised activity that is dominant in today’s society. I argue that in such a situation, education as leisure and as good in itself is hard to conceive and sustain. First, I present the concept of leisure in ancient Greece (scholé) as time dedicated to autotelic activities – activities taken for their own good – a definition that remains paradigmatic despite its later impossibility. I then show that once work has transformed from hated to bearable to eventually understood as good from a moral perspective, the concept of leisure has also changed – so much so that its positive definition is no longer available to us. After showing how education is affected by The article is concerned with the difficulty of providing leisure today with a positive definition that goes beyond merely being a negation of work. I argue that the vague boundaries between work and leisure play into the hands of work – a highly praised activity that is dominant in today’s society. I argue that in such a situation, education as leisure and as good in itself is hard to conceive and sustain. First, I present the concept of leisure in ancient Greece (scholé) as time dedicated to autotelic activities – activities taken for their own good – a definition that remains paradigmatic despite its later impossibility. I then show that once work has transformed from hated to bearable to eventually understood as good from a moral perspective, the concept of leisure has also changed – so much so that its positive definition is no longer available to us. After showing how education is affected by the diffusion of the boundaries between work and leisure, I suggest three possible ways to counter this process: (1) focusing on leisure as resistance to the dominance of work, (2) appealing to the deep connection between leisure and religious worship, and (3) a radical rejection of the concept of “leisurely work” or any other kind of work that is presumed good in itself.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71250740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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