Pub Date : 2023-11-14DOI: 10.1080/17449642.2023.2281856
Torill Strand, Marianna Papastephanou
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.
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Pub Date : 2023-11-12DOI: 10.1080/17449642.2023.2282351
Leszek Koczanowicz, Rafał Włodarczyk
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).
{"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":"2 12","pages":"0"},"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}
Pub Date : 2023-10-30DOI: 10.1080/17449642.2023.2276026
Nuraan Davids
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.
在种族隔离后的南非，通过广泛和包容性的参与，民主公民教育的前景在分散的以学校为基础的领导、管理和治理体系中尤为明显。在政策方面，家长参与学校管理机构(SGB)结构被视为代表和集体协商的制定，是学校和教育民主化的关键。然而，在实践中，sgs的广泛权威，已经允许一些学校继续排斥和不平等的历史叙述，有效地扩大了历史上有利和不利的学校之间的差距，并使不平等和不公平的紧张局势重新生效。关键的问题出现了:政府是否错误地信任sgb来实施民主化?或者说，民主化所能取得的成就是有限的吗?在考虑这些问题时，本文探讨了对治理的重新考虑，以便对学校民主化的解释不会被用于颠覆作为公共利益的教育。关键词:民主化、分权、南非、治理、学校管理机构披露声明作者未报告潜在的利益冲突。在种族上，种族群体被细分，非洲社区本身被分解为:恩古尼人(包括祖鲁人、科萨人、恩德贝莱人和斯威士兰人);索托-茨瓦纳人，包括南部、北部和西部索托人(茨瓦纳人);特松加;文达语。白人被分为阿非利卡人和英国人(Soudien and McKinney Citation2016)。艾泽伦博士是一位杰出的民族主义者，曾任土着事务秘书和土着教育总督察(1936-1946)。他编写了一份被称为“艾泽伦委员会报告”(1951年)的文件，敦促种族隔离政权负责南非黑人的教育，以使其成为该国总体社会经济计划的一部分。《班图人教育法》(1953年)规定，“班图人”一词与“土著”同义。但实际上，种族隔离政权并不想使用“土著”这个词，因为它与殖民有关(Tomlin Citation2016)。南非有11种官方语言:恩德贝勒语、北索托语、索托语、西瓦蒂语、特松加语、茨瓦纳语、文达语、科萨语、祖鲁语、南非荷兰语和英语。
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Pub Date : 2023-10-11DOI: 10.1080/17449642.2023.2267289
Nancy Vansieleghem
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).
摘要本文是指我们作为一所艺术学校与佛兰德组织VVOB在赞比亚共同开展的一个项目。该项目的主要目标是为小学教师提供必要的知识和基础设施，为所有人提供基础教育。这篇论文挑战了这种方法中隐含的艺术工具化，但也将艺术作为一种“有意义的共同实践”的概念带回了最前沿。“通过观察、记录、收集、映射、暴露和收集等一系列好奇心实践，我们探索了如何将共享紧急关系结构作为一个起点，甚至是与世界一起思考的教学实践的本质，并将全民教育作为一种学习实践，而不是最终目标。”的观点是建立在公司与作者如哥特Biesta,让吕克·南希和蒂姆·英格尔德。关键词:世界性;全球化;发展教育;VVOB是“Vlaamse Vereniging voor Ontwikkelingssamenwerking en Technische Bijstand”的首字母缩写。今天这个提法已经不再使用了，它指的是教育促进发展。这是更大的QEECS计划的总体目标，LUCA和VVOB之间的合作是其中的一部分。当时，只有17.3%的初等儿童接受过ECE教育。除此之外，欧洲经委会的质量远低于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。“我们”是:Lieve Simoens和Lore stesssels，他们当时是LUCA艺术学院教师培训的学生，在赞比亚实习，还有Nancy Vansieleghem和Gerda Dendooven，他们在赞比亚为教师培训师举办了一个关于好奇柜的讲习班。安德里亚·德·伍尔夫评价亚历山大·冯·洪堡:“他等了很多年，想看看这个世界，他知道自己是在把生命置于危险之中，但他想看得更多。”(德·伍尔夫引文2019,53)。
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Pub Date : 2023-10-05DOI: 10.1080/17449642.2023.2266978
Marianna Papastephanou
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
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Pub Date : 2023-09-27DOI: 10.1080/17449642.2023.2261344
Şevket Benhür Oral
ABSTRACTMany political and economic forces are driven by the desire to eliminate democratic plurality in today’s political juncture. Democratic republicanism itself in its contemporary forms has failed to address many of the daunting moral, political, economic, social, technological, and ecological challenges we face today. It is argued that to fulfill its essence of egalitarian freedom and social justice, democratic republicanism must first decouple from the global neoliberal capitalist regime and secondly embrace some form of postcapitalist and posthumanist orientation guided by a new attractor, a teleological approach anchored in a new telos of superhumanity. Democracy without a telos of superhumanity is a democracy in name only. It is time to lay our teleophobia aside and propose a strong teleological account in the vein of a Buddhist no-self doctrine at the heart of the onto-politico-economy. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. This section has been adapted from Oral, S.B. (2023, forthcoming). Granularity: An ontological inquiry into justice and holistic education. Springer Nature.
{"title":"Can we imagine a new <i>telos</i> for democracy in a non-teleological world?","authors":"Şevket Benhür Oral","doi":"10.1080/17449642.2023.2261344","DOIUrl":"https://doi.org/10.1080/17449642.2023.2261344","url":null,"abstract":"ABSTRACTMany political and economic forces are driven by the desire to eliminate democratic plurality in today’s political juncture. Democratic republicanism itself in its contemporary forms has failed to address many of the daunting moral, political, economic, social, technological, and ecological challenges we face today. It is argued that to fulfill its essence of egalitarian freedom and social justice, democratic republicanism must first decouple from the global neoliberal capitalist regime and secondly embrace some form of postcapitalist and posthumanist orientation guided by a new attractor, a teleological approach anchored in a new telos of superhumanity. Democracy without a telos of superhumanity is a democracy in name only. It is time to lay our teleophobia aside and propose a strong teleological account in the vein of a Buddhist no-self doctrine at the heart of the onto-politico-economy. Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. This section has been adapted from Oral, S.B. (2023, forthcoming). Granularity: An ontological inquiry into justice and holistic education. Springer Nature.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135580167","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}
Pub Date : 2023-09-19DOI: 10.1080/17449642.2023.2260718
Yusef Waghid
ABSTRACTThis contribution involves an analysis of philosophy of higher education in Africa, specifically related to a notion of democratic citizenship education. If one understands what philosophy of higher education constitutes African thought and practice one would get to know how such an understanding of higher education is realised and guides human actions related to the African context. Thus, the main argument of this article involves what philosophy of higher education guides understandings and practices on the African continent pertaining to the cultivation of democratic citizenship education. In this article, the notion of an African philosophy of higher education is rearticulated according to autonomous and deliberative iterations, human co-belonging, and the recognition of pluralist and defensible thought. Based on analyses of (con)textual matters, such a philosophy of higher education summons university teachers and students to resist their predicaments autonomously, iteratively, and co-responsibly – that is, they are urged to act ethically.KEYWORDS: DemocracycitizenshipeducationAfrican philosophyhigher pedagogy Disclosure statementNo potential conflict of interest was reported by the author(s).
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Pub Date : 2023-04-03DOI: 10.1080/17449642.2023.2224221
Cara E. Furman, D. Karno
ABSTRACT This paper examines teacher discourse and the building of culture circles in an asynchronous collaborative blog that combined two different classes in an Early Childhood MS Ed program. Social speech is often considered non-rational. Coupling grounded theory to analyze speech patterns with relational ethics, we argue that teachers engaged in relational discourse that was reflective and social simultaneously. The collaborative blog served as a vehicle for the teachers as they engaged in ethical meaning making.
{"title":"Teacher talk in an early educator blog: building culture circles for exploring ethics","authors":"Cara E. Furman, D. Karno","doi":"10.1080/17449642.2023.2224221","DOIUrl":"https://doi.org/10.1080/17449642.2023.2224221","url":null,"abstract":"ABSTRACT This paper examines teacher discourse and the building of culture circles in an asynchronous collaborative blog that combined two different classes in an Early Childhood MS Ed program. Social speech is often considered non-rational. Coupling grounded theory to analyze speech patterns with relational ethics, we argue that teachers engaged in relational discourse that was reflective and social simultaneously. The collaborative blog served as a vehicle for the teachers as they engaged in ethical meaning making.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"18 1","pages":"195 - 215"},"PeriodicalIF":0.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42469348","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}
Pub Date : 2023-04-03DOI: 10.1080/17449642.2023.2215685
Charlene Tan
ABSTRACT Through the conceptual lens of ‘education-as-moulding’ and ‘education-as-drawing-out,’ this article expounds the Confucian concept of trustworthiness (xin) and its relation with communitarian education. Informed by the Analects, it is argued that Confucius envisions a community of trustworthy members who are motivated and characterised by interpersonal trust. From a Confucian viewpoint, both approaches – education-as-moulding and education-as-drawing-out – are salient for the development of trustworthiness as a moral virtue in students and relational trust in the school community. The paper also addresses a prominent criticism of communitarian education: the imposition of prescribed values and curriculum on students that suppresses their individual identities, interests and voices. From a Confucian perspective, such an imposition over-emphasises education-as-moulding and neglects education-as-drawing out, making the enforcement ineffective in the cultivation of trustworthiness as a moral virtue. What is recommended instead is the harmonisation of the self and others through both education-as-moulding and education-as-drawing-out.
{"title":"Confucian trustworthiness and communitarian education","authors":"Charlene Tan","doi":"10.1080/17449642.2023.2215685","DOIUrl":"https://doi.org/10.1080/17449642.2023.2215685","url":null,"abstract":"ABSTRACT Through the conceptual lens of ‘education-as-moulding’ and ‘education-as-drawing-out,’ this article expounds the Confucian concept of trustworthiness (xin) and its relation with communitarian education. Informed by the Analects, it is argued that Confucius envisions a community of trustworthy members who are motivated and characterised by interpersonal trust. From a Confucian viewpoint, both approaches – education-as-moulding and education-as-drawing-out – are salient for the development of trustworthiness as a moral virtue in students and relational trust in the school community. The paper also addresses a prominent criticism of communitarian education: the imposition of prescribed values and curriculum on students that suppresses their individual identities, interests and voices. From a Confucian perspective, such an imposition over-emphasises education-as-moulding and neglects education-as-drawing out, making the enforcement ineffective in the cultivation of trustworthiness as a moral virtue. What is recommended instead is the harmonisation of the self and others through both education-as-moulding and education-as-drawing-out.","PeriodicalId":45613,"journal":{"name":"Ethics and Education","volume":"18 1","pages":"167 - 180"},"PeriodicalIF":0.9,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46981991","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}
Pub Date : 2023-04-03DOI: 10.1080/17449642.2023.2216120
Mark Debono
ABSTRACT In this paper, I show the ambiguities in the interpretations of Martin Heidegger and Alain Badiou of Plato’s allegory of the cave as an enlightening educational experience. In Heidegger’s interpretation, knowledge appears as a rational process that corrects the thinking of others. By his claim of an education by truths, Badiou prioritises, again, the Platonic event of knowledge. To indicate the limit of the rational process in these two interpretations of education, I introduce Jan Masschelein’s claim that knowledge transmission in Plato’s cave story can be seen as a process where the immanent experience of companionship comes before the instruction of knowledge. The arguments in this article will be discussed in a broader context that explains how transmissive and participatory pedagogies have been influenced by the view of education as a process of rationality and companionship, and how the various approaches have either constrained or broadened the learner’s perspective.
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