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Responding to wrong doing 对错误行为的反应
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-28 DOI: 10.1080/17449642.2022.2054541
Helgard Mahrdt
ABSTRACT I argue that educators, by introducing young people to various ways of responding to wrongdoing, help prepare them for the task of acting in and taking responsibility for the world. I begin by (a) introducing Hannah Arendt’s understanding of the world, the characteristics of action as unpredictable, boundless and irreversible, i.e. the frailty of human affairs. I then move to (b) what Arendt calls the ‘power of forgiveness.’ Forgiving is an action, and as such is free and unpredictable. Moreover, (c) forgiving concerns the person not the deed. To understand the implications of this, I introduce Arendt’s understanding of being a person in distinction to being merely human. I then ask whether all deeds are forgivable, which brings me to (d) the new crime against humanity. Finally, I ask (e) whether one can be reconciled to acts, such as genocide and whether solidarity with the wrongdoer is possible.
摘要我认为,教育工作者通过向年轻人介绍应对不当行为的各种方式,有助于他们做好为世界行动和承担责任的准备。我首先(a)介绍汉娜·阿伦特对世界的理解,即行动的不可预测、无限和不可逆转的特征,即人类事务的脆弱性。然后我转到(b)阿伦特所说的“宽恕的力量”宽恕是一种行为,因此是自由和不可预测的。此外,(c)宽恕涉及的是人,而不是行为。为了理解这一点的含义,我介绍了阿伦特对作为一个人与仅仅作为一个人的区别的理解。然后我问所有的行为是否都是可以原谅的,这让我想到了新的反人类罪。最后,我想问(e)人们是否能够对种族灭绝等行为和解,以及是否有可能声援作恶者。
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引用次数: 1
Justice as rhythm, rhythms of injustice: reorienting the discourse on educational justice. A response 正义是节奏,不公正的节奏:教育正义话语的重新定位。一个响应
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-25 DOI: 10.1080/17449642.2022.2054542
C. Schumann
ABSTRACT The academic discussion concerning justice in education tends to center around questions of equal educational opportunity and the (re-)distribution of educational resources. This paper responds to a special issue which collects different approaches to educational justice that move beyond the boundaries set by traditional, hegemonic perspectives in the field. I point to some important strands in which the different papers converge and outline how they attempt to produce a shift in the understanding of educational justice; how they bring into view and touch upon ways of thinking through educational justice which have previously not received attention or been obscured by more conventional paradigms. Different papers do this in different ways, but there is a joint effort to self-critically turn philosophy onto itself as well as a common tendency towards what could be called a shift beyond discourse towards more worldly, materialistic, bodily and embodied notions of justice and injustice.
学术上关于教育公平的讨论往往围绕着教育机会均等和教育资源(再)分配的问题展开。本文回应了一个特殊问题,它收集了不同的教育正义方法,这些方法超越了该领域传统的霸权观点所设定的界限。我指出了不同论文集中的一些重要方面,并概述了它们是如何试图改变对教育正义的理解的;他们如何通过教育公正来审视和触及以前没有受到重视或被更传统的范式所掩盖的思维方式。不同的论文以不同的方式做到这一点,但有一种共同的努力,即自我批判地将哲学转向自身,以及一种共同的趋势,即可以被称为超越话语的转变,转向更世俗的,唯物主义的,身体的和具体化的正义和不正义的概念。
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引用次数: 0
The will to injustice. An autoethnography of learning to hear uncomfortable truths 对不公正的意志。学会倾听令人不安的真相的民族志
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-23 DOI: 10.1080/17449642.2022.2054561
E. Beck
ABSTRACT Activists and writers on injustice have highlighted as a structural problem that injustice is experienced differentially. What injustices of privilege lie hidden in my daily academic life? Three deeply discomforting moments relating to Class, climate, and Whiteness privilege, form the core of an account of gradually admitting to my passive acceptance of injustice in the form of privileges from which I benefit. My ignorance has perpetuated privilege despite this not being my conscious will. From this crisis, the paper explores the inner work for healing injustice individually, and the outer work of changing collective habits of dominance within the Academy. A starting point is befriending my will to injustice and facing up to my privileges. Effort needed from White, Middle Class academics ‘like me’ includes uncovering ways in which we benefit from privilege whether or not we want to. Proposals are made for inner growth through building community among academics.
关于不公正的活动家和作家们强调,不公正是一个结构性问题,其体验是不同的。在我的日常学术生活中隐藏着什么特权的不公正?与阶级、气候和白人特权有关的三个令人深感不安的时刻,构成了我逐渐承认自己以特权的形式被动接受不公正的核心,我从中受益。我的无知使特权得以延续,尽管这不是我的自觉意志。从这场危机中,本文探讨了个人治愈不公正的内部工作,以及改变学院内部集体统治习惯的外部工作。一个起点是与我对不公正的意愿交朋友,并正视我的特权。“像我这样”的白人中产阶级学者所需要的努力包括揭示我们从特权中受益的方式,无论我们是否愿意。他们提出了通过在学者中建立社区来实现内心成长的建议。
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引用次数: 1
When unhappiness is not the endpoint, fostering justice through education 当不快乐不是终点时,通过教育培养正义
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-21 DOI: 10.1080/17449642.2022.2054562
Elin Rodahl Lie
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.
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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引用次数: 1
Educative justice in viral modernity. A Badiouan reading 病毒式现代性中的教育正义。一个读后感
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-21 DOI: 10.1080/17449642.2022.2054560
T. Strand
ABSTRACT The metaphor of ‘viral modernity’ denotes an era characterized by communal experiences of how viruses, be they in the shape of physical, virtual or symbolic forms, permeate and shape social and cultural life. To think educative justice in viral modernity thus require a radical move beyond the surfaces of conventional paradigms in order to reach at a deep-seated understanding of the phenomena of education and justice itself. Motivated by this ambition, I here present a Badiouan reading of educative justice in relation to the aims and mission of philosophy of education. I start by briefly mapping out current educational philosophical paradigms and their ways of treating the issue of justice. Next, I contrast these orthodoxies to a Badiouan model. My overall ambition is to promote a philosophy of education that avoids philosophical doctrines, old and new, while simultaneously carrying a potential for unveiling the phenomenon of justice as educative truths-in-worlds.
“病毒现代性”的隐喻指的是一个以病毒(无论是物理的、虚拟的还是符号的形式)如何渗透和塑造社会和文化生活的共同体验为特征的时代。因此,在病毒式现代性中思考教育正义需要超越传统范式的表面的激进举动,以达到对教育现象和正义本身的深层次理解。在这一雄心的激励下,我在这里提出一种与教育哲学的目标和使命有关的教育正义的巴迪万式解读。我首先简要地勾勒出当前的教育哲学范式及其对待正义问题的方式。接下来,我将这些正统观念与巴迪万模型进行对比。我的总体目标是促进一种教育哲学,这种教育哲学避免了旧的和新的哲学学说,同时又有可能揭示正义现象,将其作为世界中的教育真理。
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引用次数: 1
What promotes justice in, for and through education today? 今天是什么在教育中促进正义?
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-17 DOI: 10.1080/17449642.2022.2054563
T. Strand
I am delighted to present this special issue, which sets out to explore, challenge, and re-think topical questions concerning justice and education today. This issue contains eight cutting-edge articles that in different ways demonstrate sensitive methodologies when researching the link between justice and education. In doing so, all articles touch upon new ways of thinking the promotion of justice in, for and through education today. The topic of justice and education is of course not new. From ancient times, philosophers have drawn attention to the link between justice and education. To Aristotle, the purpose of education was political, as education should introduce in each generation the type of character that will sustain the constitution. To Plato, the aim of education was goodness, as he conceived education as vital to the well-being of human society. Moreover, throughout modernity, education was the twin sister of political philosophy. From Rousseau and Kant, through Schleiermacher, and up to Durkheim and Dewey, numerous philosophers have written entire books on education. ‘ . . . within the political and philosophical discourse of modernity virtually no notable theorist of democracy has failed to offer a systematic contribution to educational theory’ (Honneth 2015, 18). Today, however, there is a decoupling between philosophy and education. Contemporary political philosophy does not engage with education. On the contrary, issues concerning justice and education are today totally abandoned by philosophy (Honneth 2015). It is thus left to the academic
我很高兴发表这期特刊,它旨在探索、挑战和重新思考当今有关司法和教育的主题问题。本期包含八篇前沿文章,以不同的方式展示了研究司法与教育之间联系的敏感方法。在这样做的过程中,所有文章都触及了在当今教育中、为了教育和通过教育促进正义的新思维方式。正义与教育的话题当然不是什么新鲜事。自古以来,哲学家们就关注正义与教育之间的联系。对亚里士多德来说,教育的目的是政治性的,因为教育应该在每一代人中引入能够维持宪法的性格类型。对柏拉图来说,教育的目的是善良,因为他认为教育对人类社会的福祉至关重要。此外,在整个现代性中,教育是政治哲学的孪生姐妹。从卢梭和康德,到施莱尔马赫,再到涂尔干和杜威,许多哲学家都写了关于教育的整本书。在现代性的政治和哲学话语中,几乎没有一位著名的民主理论家未能对教育理论做出系统的贡献(Honneth 2015,18)。然而,今天哲学和教育之间出现了脱钩现象。当代政治哲学与教育无关。相反,今天,关于正义和教育的问题被哲学完全抛弃了(Honneth,2015)。因此,它留给了学术界
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引用次数: 2
‘Plastic justice’: a metaphor for education “塑料正义”:教育的隐喻
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-03-17 DOI: 10.1080/17449642.2022.2054539
Kjetil Horn Hogstad
ABSTRACT Education appears to bear responsibility on the one hand to do justice to society’s need for reproduction and continuation, and on the other to do justice to the individual’s capacity for and need to express resistance, critique and political action. How we navigate this problem is tied to how we understand justice. ‘Plastic justice’ is the suggestion that questions concerning justice and education might find a materialist expression instead of the usual transcendental ideals of justice. In this perspective, ‘justice’ appears not as an (un)achievable ideal but as a philosophical void that allows us to identify and react to injustice. An example of this is the void that allows for social selection – in the form of admissions or exams – that must be kept open if we wish to avoid encouraging social conformism and reproduction.
摘要教育似乎有责任一方面公正对待社会对再生产和延续的需求,另一方面公正看待个人表达反抗、批判和政治行动的能力和需求。我们如何应对这个问题,与我们如何理解正义息息相关“塑性正义”是指有关正义和教育的问题可能会找到唯物主义的表达,而不是通常的先验正义理想。从这个角度来看,“正义”并不是一个(不)可实现的理想,而是一个哲学空白,让我们能够识别和应对不公正。这方面的一个例子是,如果我们希望避免鼓励社会墨守成规和再生产,那么允许社会选择的空白——以录取或考试的形式——必须保持开放。
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引用次数: 1
Taking the moral authorship of children and youth seriously in times of the Anthropocene 在人类世时代认真对待儿童和青年的道德作者
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-02 DOI: 10.1080/17449642.2021.2024991
K. Sporre, H. Lotz-Sisitka, C. Osbeck
ABSTRACT In this article we argue for the need to take the moral voices of children and youth seriously particularly in times of the Anthropocene. Drawing on theories in ethics by John Wall, moral development according to Mark B. Tappan, and education in line with the works by Vygotsky, we construct a conceptual framework where the notions ‘narrative,’ ‘moral authorship’ and ‘free will’ can open new creative understandings of human ethical competence; a competence based in a relational, contextual and societal-cultural understanding of human existence. The use of our framework is illustrated in interpretations of empirical research with children demonstrating concerns of theirs in relation to climate change. The article concludes with reflections on the kind of education that can be inspired by this framework and the taking of children’s voices seriously, as well as pointing to challenges also to the grown-up world.
摘要在这篇文章中,我们认为有必要认真对待儿童和青少年的道德声音,尤其是在人类世时代。借鉴约翰·沃尔的伦理学理论、马克·B·塔潘的道德发展理论和维果茨基的教育理论,我们构建了一个概念框架,在这个框架中,“叙事”、“道德作者”和“自由意志”等概念可以开启对人类道德能力的新的创造性理解;基于对人类存在的关系、语境和社会文化理解的能力。我们的框架的使用体现在对儿童的实证研究的解释中,这些儿童展示了他们对气候变化的担忧。文章最后对这一框架所能激发的教育类型进行了反思,并认真对待儿童的声音,同时指出了成人世界所面临的挑战。
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引用次数: 3
Rethinking education to counter violent extremism: a critical review of policy and practice 反思教育以打击暴力极端主义:对政策和实践的批判性回顾
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-02 DOI: 10.1080/17449642.2021.2023998
F. Sajjad
ABSTRACT This paper explores the alarming phenomenon of violent extremism in university campuses. It probes why education fails to prevent violent extremism in this case? Drawing on Robert Cox’s distinction of problem solving and critical theories, the paper examines policy discourses that aim to prevent violent extremism through education. It is observed that dominant policy discourses take up problem solving approaches to prevent/counter violent extremism and fail to take into account the broader structural violence that feeds extremist ideologies. The counter violent extremism policies largely view education as a means to control thinking rather than develop it. Such policies hinder the development of critical consciousness in students that can provide effective defence against extremism. Hence, there is a need to rethink education to counter extremism. Subsequently, the paper shifts its focus to Pakistan, where education has remained a central concern of counter extremism policies since 9/11. Based on 13 expert interviews, I explore higher education practices in Pakistan from practitioners’ perspective. The practitioners point out multiple problems of educational status quo that need to be addressed to counter extremism on campus effectively.
摘要本文探讨了大学校园中令人担忧的暴力极端主义现象。它探讨了为什么在这种情况下,教育不能阻止暴力极端主义?本文借鉴罗伯特·考克斯的问题解决理论和批判理论,考察了旨在通过教育预防暴力极端主义的政策话语。据观察,占主导地位的政策话语采用了解决问题的方法来预防/打击暴力极端主义,而没有考虑到助长极端主义意识形态的更广泛的结构性暴力。反暴力极端主义政策在很大程度上将教育视为一种控制思维的手段,而不是发展思维。这种政策阻碍了学生批判性意识的发展,从而为抵御极端主义提供有效的防御。因此,有必要重新思考打击极端主义的教育。随后,该文件将重点转移到巴基斯坦,自9/11以来,巴基斯坦的教育一直是反极端主义政策的核心问题。基于13次专家访谈,我从从业者的角度探讨了巴基斯坦的高等教育实践。从业人员指出,要有效打击校园极端主义,需要解决教育现状中的多个问题。
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引用次数: 0
COVID-19 and young people in Spain. The emergence of values education as a strategy for civic responsibility COVID-19与西班牙年轻人的关系。价值观教育作为公民责任战略的出现
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-01-02 DOI: 10.1080/17449642.2021.2019956
Juan Antonio Giménez-Beut, Carlos Novella-García, Remedios Aguilar-Moya, Alexis Cloquell-Lozano
ABSTRACT The impact of the Covid-19 pandemic has provoked a series of consequences all over the world, especially in young people. On the other hand, this sector of the population has shown an evident and baffling increased failure to comply with public health measures put in place, which has had a knock-on effect on the number of infections detected. These attitudes have resulted in repeated calls by bodies such as the World Health Organisation to remember the risks of this kind of behaviour for the wider community. In Spain, this scenario has been noteworthy in the 15 to 29 age group, with 20% of individuals becoming infected. In view of this, there is an unarguable need to rethink civic responsibility. This study carries out a review of the educational laws in this country by performing an analysis on how civic responsibility has been addressed at curricular level.
2019冠状病毒病(Covid-19)大流行的影响在全世界,特别是在年轻人中引发了一系列后果。另一方面,这部分人口明显和令人费解地越来越不遵守已制定的公共卫生措施,这对发现的感染人数产生了连锁反应。这些态度导致世界卫生组织(World Health organization)等机构一再呼吁,要记住这种行为对更广泛社区的风险。在西班牙,这种情况在15至29岁年龄组中值得注意,有20%的人被感染。有鉴于此,毫无疑问,有必要重新考虑公民责任。本研究通过分析公民责任如何在课程层面得到解决,对该国的教育法律进行了审查。
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引用次数: 0
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Ethics and Education
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