{"title":"Strategies of Authenticity","authors":"Cris Mayo","doi":"10.7202/1074045AR","DOIUrl":"https://doi.org/10.7202/1074045AR","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"27 1","pages":"170-173"},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44790278","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}
Ó. Jónsson, J. F. Thorsteinsson, H. Arnadottir, K. Gísladóttir
The paper describes activities and reflections during and after a four day outdoor education course from the point of view of four educators: a philosopher, an outdoor educator, social work educator and a literacy educator. During the course, various philosophical and educational activities and ideas were put to the test, issues such as slowness, solitude, and silence were both practiced, discussed, and reflected on. After the course, reflecting on the whole experience, ideas from Aldo Leopold on conservation aesthetics are used to make a case for a certain kind of environmental education, and David Orr’s account of myths of education are used to argue for the importance of such education. To develop the ideas further, the paper discusses both recent neoliberal trends that are affecting educational systems around the globe, and also issues such as the difference between situated knowledge and representational knowledge, and the significance of language and perception for human connection with nature.
{"title":"On Being in Nature: Aldo Leopold as an Educator for the 21st Century","authors":"Ó. Jónsson, J. F. Thorsteinsson, H. Arnadottir, K. Gísladóttir","doi":"10.7202/1074041AR","DOIUrl":"https://doi.org/10.7202/1074041AR","url":null,"abstract":"The paper describes activities and reflections during and after a four day outdoor education course from the point of view of four educators: a philosopher, an outdoor educator, social work educator and a literacy educator. During the course, various philosophical and educational activities and ideas were put to the test, issues such as slowness, solitude, and silence were both practiced, discussed, and reflected on. After the course, reflecting on the whole experience, ideas from Aldo Leopold on conservation aesthetics are used to make a case for a certain kind of environmental education, and David Orr’s account of myths of education are used to argue for the importance of such education. To develop the ideas further, the paper discusses both recent neoliberal trends that are affecting educational systems around the globe, and also issues such as the difference between situated knowledge and representational knowledge, and the significance of language and perception for human connection with nature.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"27 1","pages":"106-121"},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41423710","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":"Education and the Identities of Liberalism","authors":"Christopher Martin","doi":"10.7202/1074046AR","DOIUrl":"https://doi.org/10.7202/1074046AR","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"27 1","pages":"174-180"},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42314746","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":"At the Risk of Thinking: An Intellectual Biography of Julia Kristeva by Alice Jardine, New York, NY: Bloomsbury, 2020","authors":"Adrian M. Downey","doi":"10.7202/1074050AR","DOIUrl":"https://doi.org/10.7202/1074050AR","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"27 1","pages":"201-206"},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44663276","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}
John Rawls (1985) famously argued that social justice ought not to concern itself with the metaphysical disputes that separate us as groups and individuals. Identity is supposed to be irrelevant to the deliberations of free and equal citizens. Since the recent turn toward right-wing populism, renewed attention has been devoted to the place of identity in contemporary Western societies. In this paper, building on key philosophical accounts of identity, I argue against both political liberalism’s confidence in identity-blind justice and some contemporary conceits of social justice education, according to which identity is the beginning and end of normative judgments. In the first section I show how identity appeals to a notional horizon of authenticity against which specific claims are adjudicated, and which takes on normative significance in its own right. I then consider two examples of recent controversies in Canada over the meaning of Indigenous identity and gender identity, respectively, which reveal latent tensions in the pursuit of social justice. In the final section I sketch the implications of these tensions for school-based education and the role of education in advancing identity talk more generally.
{"title":"Political and Metaphysical: Reflections on Identity, Education, and Justice","authors":"Lauren Bialystok","doi":"10.7202/1074044AR","DOIUrl":"https://doi.org/10.7202/1074044AR","url":null,"abstract":"John Rawls (1985) famously argued that social justice ought not to concern itself with the metaphysical disputes that separate us as groups and individuals. Identity is supposed to be irrelevant to the deliberations of free and equal citizens. Since the recent turn toward right-wing populism, renewed attention has been devoted to the place of identity in contemporary Western societies. In this paper, building on key philosophical accounts of identity, I argue against both political liberalism’s confidence in identity-blind justice and some contemporary conceits of social justice education, according to which identity is the beginning and end of normative judgments. In the first section I show how identity appeals to a notional horizon of authenticity against which specific claims are adjudicated, and which takes on normative significance in its own right. I then consider two examples of recent controversies in Canada over the meaning of Indigenous identity and gender identity, respectively, which reveal latent tensions in the pursuit of social justice. In the final section I sketch the implications of these tensions for school-based education and the role of education in advancing identity talk more generally.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44260917","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}
In what sense can we grant the fundamental technological disruption as described by Bernard Stiegler (2019) a proximity and relationship to the self-diagnosed hypochondria suffered by G. W. F. Hegel? The question informs the struggle and question of what knowledge is, and therefore the formation of Bildung (liberal learning or culture), which are shared themes and key issues in both thinkers. The question will serve to inform the meaning of crisis both in terms of personal crisis and philosophical crisis of Hegel as well as the modern psychical and societal sense of crisis. Despite their different contexts and different philosophical traditions, Hegel and Stiegler are both offering a philosophy of youth, a philosophy of age, and a response to the crisis found in the development of conscious being. Both then are vital thinkers for discussing the trials and tribulations of contemporary youth. With this in mind, a comparison is made between the empty subjectivity of young Hegel’s hypochondria and the very disruption of desire itself among contemporary youth who can no longer envisage a future. The question is whether Hegel’s hypochondria is comparable to the nihilism and alienation of young people who Stiegler describes as suffering from a profound loss of belief in the future. The conclusion speculates on whether the current technological era has distorted the process of individuation to such an extent that the necessity of psychological passage through forms of youthful hypochondria and alienation has been superseded by an altogether different mode of automatization.
{"title":"From Hypochondria to Disruption: Hegel and Stiegler on Youth","authors":"Joff P. N. Bradley","doi":"10.7202/1074042AR","DOIUrl":"https://doi.org/10.7202/1074042AR","url":null,"abstract":"In what sense can we grant the fundamental technological disruption as described by Bernard Stiegler (2019) a proximity and relationship to the self-diagnosed hypochondria suffered by G. W. F. Hegel? The question informs the struggle and question of what knowledge is, and therefore the formation of Bildung (liberal learning or culture), which are shared themes and key issues in both thinkers. The question will serve to inform the meaning of crisis both in terms of personal crisis and philosophical crisis of Hegel as well as the modern psychical and societal sense of crisis. Despite their different contexts and different philosophical traditions, Hegel and Stiegler are both offering a philosophy of youth, a philosophy of age, and a response to the crisis found in the development of conscious being. Both then are vital thinkers for discussing the trials and tribulations of contemporary youth. With this in mind, a comparison is made between the empty subjectivity of young Hegel’s hypochondria and the very disruption of desire itself among contemporary youth who can no longer envisage a future. The question is whether Hegel’s hypochondria is comparable to the nihilism and alienation of young people who Stiegler describes as suffering from a profound loss of belief in the future. The conclusion speculates on whether the current technological era has distorted the process of individuation to such an extent that the necessity of psychological passage through forms of youthful hypochondria and alienation has been superseded by an altogether different mode of automatization.","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"27 1","pages":"122-134"},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45638117","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":"Learning How to Hope: Reviving Democracy through Our Schools and Civil Society by Sarah M. Stitzlein. Oxford University Press, 2020","authors":"Kathy Hytten","doi":"10.7202/1074051AR","DOIUrl":"https://doi.org/10.7202/1074051AR","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"27 1","pages":"207-210"},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44436214","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":"Educated by Tara Westover, New York: Random House, 2018","authors":"B. Warnick","doi":"10.7202/1074048AR","DOIUrl":"https://doi.org/10.7202/1074048AR","url":null,"abstract":"","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"27 1","pages":"188-195"},"PeriodicalIF":0.0,"publicationDate":"2020-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49405718","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":"Newman on Christianity and Medical Science","authors":"J. Newman","doi":"10.7202/1073398AR","DOIUrl":"https://doi.org/10.7202/1073398AR","url":null,"abstract":"<jats:p />","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"3 1","pages":"28-35"},"PeriodicalIF":0.0,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44392281","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":"The Philosophic Habit of Mind: Aristotle and Newman on the End of Liberal Education","authors":"M. K. Tillman","doi":"10.7202/1073397AR","DOIUrl":"https://doi.org/10.7202/1073397AR","url":null,"abstract":"<jats:p />","PeriodicalId":36151,"journal":{"name":"Philosophical Inquiry in Education","volume":"3 1","pages":"17-27"},"PeriodicalIF":0.0,"publicationDate":"2020-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43982744","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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