Ethics and Education最新文献

{"title":"The resonance approach for non-alienated relationships: beyond slowness in higher education","authors":"José L. López-González","doi":"10.1080/17449642.2023.2297141","DOIUrl":"https://doi.org/10.1080/17449642.2023.2297141","url":null,"abstract":"","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138951578","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":"Cinema, philosophy and paideia","authors":"Torill Strand","doi":"10.1080/17449642.2023.2281213","DOIUrl":"https://doi.org/10.1080/17449642.2023.2281213","url":null,"abstract":"I here read the Iranian film Hit the Road through the eyes of the French philosopher Alain Badiou. In doing so, I hope to illuminate the triadic link between cinema, philosophy and paideia (ethical...","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505083","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":"Art, democratic commonality, and the production of knowledges","authors":"Maria Mendel, Tomasz Szkudlarek","doi":"10.1080/17449642.2023.2281155","DOIUrl":"https://doi.org/10.1080/17449642.2023.2281155","url":null,"abstract":"In this paper, we are juxtaposing the notions of cosmopolitanism and koinopolitanism, to sketch a theoretical perspective in which local productions of knowledge, as a binding force of local commun...","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505081","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":"Civic education through artifacts: memorials, museums, and libraries","authors":"Bianca Thoilliez, Francisco Esteban, David Reyero","doi":"10.1080/17449642.2023.2283975","DOIUrl":"https://doi.org/10.1080/17449642.2023.2283975","url":null,"abstract":"While civic education may not always be explicitly included in school curriculums, it can still be imparted through various non-teaching practices and in different places. In this article, we will ...","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505082","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 as a pharmakon. Action art as political pedagogic device for enacting radical democracy","authors":"Guerra Luis","doi":"10.1080/17449642.2023.2282353","DOIUrl":"https://doi.org/10.1080/17449642.2023.2282353","url":null,"abstract":"By considering the position of education as a pharmakon, highlighting its potential positive and negative effects on societies by its technical unfolding, the article proposes to explore the politi...","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138505095","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 democratization. An introduction","authors":"Torill Strand, Marianna Papastephanou","doi":"10.1080/17449642.2023.2281856","DOIUrl":"https://doi.org/10.1080/17449642.2023.2281856","url":null,"abstract":"ABSTRACT Democracy as a regime and as a way of life requires strong ethical-political sensibilities and enabling social preconditions to the creation of which education may be especially conductove. The related normative tasks that we expect from education to carry out are daunting as such. However, they become even more difficult to fulfil in the contemporary contexts of exacerbated adversities. Democracy and democratic education have fallen into various crisis and are facing multiple challenges; this worry is shared by many educational theorists. Thus, today, there is an urgent call to rethink the relationship between education and democratization. This special issues reponds to that call with educational-philosophical papers that explore yet undertheorized dimensions of the connection of civic education and democratic development.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134992853","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":"Everyday life, democracy and education in the age of populism","authors":"Leszek Koczanowicz, Rafał Włodarczyk","doi":"10.1080/17449642.2023.2282351","DOIUrl":"https://doi.org/10.1080/17449642.2023.2282351","url":null,"abstract":"ABSTRACTIn our day and age, everyday life has become a receptacle of various spheres of human life and development. Its expansion and current role of the main reference point for the valuation of phenomena and processes can be seen in the media, various branches of the economy, politics, education, religion, science, art, new technologies, etc. Therefore, the question that we seek to answer in our article is the following: what is the role of democratic politics and educational practice in the context of the modern appreciation of everyday life as the most essential locus of human life?KEYWORDS: Everyday lifepoliticseducationdemocracypopulismmodernity Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. This relationship is, naturally, highlighted in Dewey’s seminal Democracy and Education, published in 1916. Still, it is in order to recall in the context of relations between education and everyday life his work from a decade before, The Child and the Curriculum.2. This allegation has, of course, a longer tradition, and we can distinguish several levels in ‘detachment’ itself; see Włodarczyk (Citation2022), 107–120.3. Importantly, Thomas More’s Utopia of 1516, which in time became a major cultural text and at the same time a paradigmatic text for the entire vibrant literary genre, puts everydayness at the center of the narrative of an ideal social organization; see Sargent (Citation2010), 4–5; Włodarczyk (Citation2022), 152–160.4. The idea of non-consensual democracy is developed in the book: Koczanowicz (Citation2015).Additional informationFundingThe article is the result of research project “The Aesthetics of Populism. Political struggle and the aesthetics experience in Poland after 1989” funded by the National Science Center (no. 2019/35/B/HS2/01187).","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037314","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":"Governance as subversion of democratisation in South African schools","authors":"Nuraan Davids","doi":"10.1080/17449642.2023.2276026","DOIUrl":"https://doi.org/10.1080/17449642.2023.2276026","url":null,"abstract":"ABSTRACTIn post-apartheid South Africa, a foregrounding of democratic citizenship education through broadened and inclusive participation is especially evident in a decentralised school-based leadership, management, and governance system. Policy-wise, the involvement of parents in School Governing Body (SGB) structures is seen as an enactment of representative and collective consultation, key to the democratisation of schooling and education. In practice, however, the wide-sweeping authority of SGBs, has allowed several schools to continue a historical narrative of exclusion and inequality, effectively widening the gaps between historically advantaged and disadvantaged schools, and putting into effect renewed tensions of inequality and inequity. Key questions arise: has the state erred in its trust of SGBs to enact democratisation? Or are there limits to what democratisation can achieve? In considering these questions, the article explores re-considerations of governance so that interpretations of democratisation of schools are not used in the subversion of education as a public good.KEYWORDS: DemocratisationdecentralisationSouth AfricaGovernanceSchool Governing Body Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Ethnically, the racial groups are sub-divided with the African community itself broken up as follows: the Nguni (comprising the Zulu, Xhosa, Ndebele, and Swazi people); Sotho-Tswana, who include the Southern, Northern and Western Sotho (Tswana people); Tsonga; Venda. White people are divided into Afrikaners and English (Soudien and McKinney Citation2016).2. Dr WWM Eiselen was a prominent Nationalist, former Secretary for Native Affairs and former Chief Inspector of Native Education (1936–1946). He compiled a document known as the Eiselen Commission Report (1951), urged the apartheid regime to take charge of education for ‘black’ South Africans in order to make it part of a general socioeconomic plan for the country.3. The Bantu Education Act (1953) stipulates that the term ‘bantu’ is synonymous with ‘native.’ But in reality that the apartheid regime did not want to use the term ‘native,’ because of it associations with colonization (Tomlin Citation2016).4. South Africa has eleven official languages are: Ndebele, Northern Sotho, Sotho, SiSwati, Tsonga, Tswana, Venda, Xhosa, Zulu, Afrikaans, and English.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136022629","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":"Making sense together. The cabinet of curiosity as path to reconsider education for all","authors":"Nancy Vansieleghem","doi":"10.1080/17449642.2023.2267289","DOIUrl":"https://doi.org/10.1080/17449642.2023.2267289","url":null,"abstract":"ABSTRACTThis paper refers to a project that we as an art school carried out together with the Flemish organisation VVOB in Zambia. The main goal of the project was to equip primary school teachers with the necessary knowledge and infrastructure to deliver basic ‘education for all.’ The paper challenges the implicit instrumentalization of the arts in that approach, but also brings back to the forefront the notion of art as a practice that ‘makes sense together.’ Through cabinet of curiosity practices such as observing, noting, collecting, mapping, exposing and gathering, we explored how sharing emergent relational structures could be a starting point and even the essence of a pedagogical practice that thinks with and before the world, and approaches education for all as a study praxis rather than an end goal. The argument is built in company with authors such as Gert Biesta, Jean Luc Nancy and Tim Ingold.Keywords: mundialisationglobalisationeducation for developmentattentioneducation for allcabinet of curiosity Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. VVOB is an acronym that previously referred to ‘Vlaamse Vereniging voor Ontwikkelingssamenwerking en Technische Bijstand.’ Today this reference is no longer in use, it refers to Education for Development.2. This is the general goal of the larger QEECS- program of which the cooperation between LUCA and VVOB forms a part. At that moment only 17,3% of the children that attend primary education had ECE. Besides this, the quality of ECE was well below par. https://www.vvob.org/en/programmes/zambia-quality-early-education-community-schools.3. https://www.vvob.org/sites/belgium/files/2018_vvob_technical-brief_learning-through-play_web.pdf.4. ‘We’ is : Lieve Simoens and Lore Stessels, who were at that time students of the teacher training of LUCA School of art who did their internship in Zambia, together with Nancy Vansieleghem and Gerda Dendooven who performed a workshop on cabinet of curiosity for teacher trainers in Zambia.5. Andrea De Wulf about Alexander Von Humboldt: ‘He had waited for years to see the world and knew that he was putting his life in danger, but he wanted to see more’ (De Wulf Citation2019, 53).","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136208983","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":"Democratic education and curiosity","authors":"Marianna Papastephanou","doi":"10.1080/17449642.2023.2266978","DOIUrl":"https://doi.org/10.1080/17449642.2023.2266978","url":null,"abstract":"ABSTRACTCuriosity is not prominent in investigations on democratic development. Nor is curiosity discussed in democratic education discourses. However, this article contributes to the present Special Issue the idea that the connection of curiosity and democracy should not be ignored. First, I show that curiosity’s connection with democracy has, regrettably, been largely bypassed in fields related to democratic theory and pedagogy. Then, I elaborate on how the emerging scholarship on curiosity’s intricacies makes it easier to perceive how fruitful the study of curiosity’s role in democratic theory and education would be. In light of this recent rethinking of curiosity, I claim that studying a complex and ambiguous notion of curiosity (along with an equally complex and ambiguous epistemic restraint) is important for studying and advancing democracy and for enriching democratic citizenship education.KEYWORDS: curiosity politicscitizenshiprestrainteducationpublic spacetotalitarianism Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Thought through, this critical point also outlines how I mean democracy in this article.2. On the neglected significance of epistemic restraint and its connection with curiosity and education see Papastephanou (Citation2016).3. Methodologically, I would suggest that a conception of curiosity that would do justice to curiosity’s ambiguities and complexities be developed through an interplay of deconstructive and reconstructive as well as perspectival and stereoscopic techniques. Some indication of this will be given sporadically in this article, but any fuller unpacking of these techniques is beyond the article’s limits.4. The assumption of scientific disinterestedness had blocked the prospect of grasping the political operations of curiosity, some of which have been repugnantly colonial and anti-democratic all along, from antiquity to the present (Papastephanou Citation2019, Citation2022). The focus of theoretical accounts of curiosity on individuals had also blocked explicit theorizations of the possibility of curiosity being social, as we shall see later on.5. Cho’s critique of Freire’s ontology of curiosity (and Lewis’ endorsement of this critique) could be contested from Zurn’s (Citation2023a) perspective and alternative reading of that ontology, but this is beyond the scope of this paper.6. However, neither Huysmans (Citation2016) theorizes the connection of curiosity and democracy beyond issues of surveillance. Moreover, he uses the adjective ‘democratic’ to qualify curiosity somewhat axiomatically, and a risk in this is that premodifiers such as ‘democratic’ may sanitize curiosity and obscure some of its bad politics.7. For this point, I am indebted to the journal’s anonymous reviewers. On the prospect of a rethought curiosity becoming conducive to a rethought democratic education that will benefit from both disruptive and deliberative models of democracy, see also my comme","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135435844","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}