In this paper, Katja Castillo approaches the phenomenon of teaching through an analysis of Emmanuel Levinas's unedited conference notes titled “Les nourritures,” “Les enseignements,” and “L'écrit et l'oral.” Levinas's thinking prior to the publication of his major works provides an entry point to his philosophy. In this light Castillo interprets his conference notes as laying the groundwork for the argument he develops later in Totality and Infinity. Drawing on the notes, she describes the phenomenon of teaching as a place to bracket subjective freedom in order to let the other call it into question. The phenomenon of teaching serves as a way to describe the relationship between the same and the other. It is, according to Levinas, a unique interplay between interiority and exteriority, where subjective freedom is intertwined with responsibility to the other, with having to answer to the other. He describes the structure of teaching as characterized by six parts: by being given a past, by reflection, by penetration of freedom, by critical spirit, by transcendence of teaching, and as true symbolism. Following the discussion of Levinas's early writings, Castillo returns to his first major work, Totality and Infinity published in 1961, with the intention of examining the evolution of his phenomenological attitude over time. This approach reveals that Levinas's engagement in formulating a philosophy of education was more robust than previous research has indicated.
{"title":"“Society is the present of teaching”: Teaching as a Phenomenon in Levinas's Unedited Lecture Notes","authors":"Katja Castillo","doi":"10.1111/edth.12658","DOIUrl":"https://doi.org/10.1111/edth.12658","url":null,"abstract":"<p>In this paper, Katja Castillo approaches the phenomenon of teaching through an analysis of Emmanuel Levinas's unedited conference notes titled “Les nourritures,” “Les enseignements,” and “L'écrit et l'oral.” Levinas's thinking prior to the publication of his major works provides an entry point to his philosophy. In this light Castillo interprets his conference notes as laying the groundwork for the argument he develops later in <i>Totality and Infinity</i>. Drawing on the notes, she describes the phenomenon of teaching as a place to bracket subjective freedom in order to let the other call it into question. The phenomenon of teaching serves as a way to describe the relationship between the same and the other. It is, according to Levinas, a unique interplay between interiority and exteriority, where subjective freedom is intertwined with responsibility to the other, with having to answer to the other. He describes the structure of teaching as characterized by six parts: by being given a past, by reflection, by penetration of freedom, by critical spirit, by transcendence of teaching, and as true symbolism. Following the discussion of Levinas's early writings, Castillo returns to his first major work, <i>Totality and Infinity</i> published in 1961, with the intention of examining the evolution of his phenomenological attitude over time. This approach reveals that Levinas's engagement in formulating a philosophy of education was more robust than previous research has indicated.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12658","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The recent shift in social science research toward philosophies of the more-than-human has pushed many scholars to question their understanding of units of analysis and agency. While many engage with agencies of the material, few have attempted to address what might be called the agency of ideas. Here, Alexander Pratt argues that engaging with the agency of ideas is particularly important when dealing with issues like racism, which is the focus of this article. He believes that one reason for the lack of such engagement is the seemingly undefined nature of what we might think of as ideas. In this article, Pratt offers a conception of agential ideas developed through his reading of the metaphysics of Charles S. Peirce and those who have utilized Peirce's theories. This conception will provide an entry point for posthuman researchers to incorporate the protean nature of ideas into their own research methodologies.
最近,社会科学研究向 "非人 "哲学的转变促使许多学者质疑他们对分析单位和代理的理解。虽然许多人都在研究物质的作用,但很少有人尝试去研究所谓的思想的作用。在此,亚历山大-普拉特(Alexander Pratt)认为,在处理本文所关注的种族主义等问题时,探讨观念的作用尤为重要。他认为,缺乏这种参与的一个原因是,我们可能认为思想的性质似乎并不明确。在本文中,普拉特通过对查尔斯-S-皮尔斯(Charles S. Peirce)的形而上学以及那些利用皮尔斯理论的人的阅读,提出了一个关于行动思想的概念。这一概念将为后人类研究人员提供一个切入点,使他们能够将思想的多变性纳入自己的研究方法中。
{"title":"The Consequences of Peirce's Theory of Agential Ideas for Qualitative Research","authors":"Alexander B. Pratt","doi":"10.1111/edth.12657","DOIUrl":"https://doi.org/10.1111/edth.12657","url":null,"abstract":"<p>The recent shift in social science research toward philosophies of the more-than-human has pushed many scholars to question their understanding of units of analysis and agency. While many engage with agencies of the material, few have attempted to address what might be called the agency of ideas. Here, Alexander Pratt argues that engaging with the agency of ideas is particularly important when dealing with issues like racism, which is the focus of this article. He believes that one reason for the lack of such engagement is the seemingly undefined nature of what we might think of as ideas. In this article, Pratt offers a conception of agential ideas developed through his reading of the metaphysics of Charles S. Peirce and those who have utilized Peirce's theories. This conception will provide an entry point for posthuman researchers to incorporate the protean nature of ideas into their own research methodologies.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12657","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper Michael Vazquez and Dustin Webster consider the practice of deliberating about ethical case studies as a means to contribute to the professional development of educators. An ongoing debate is whether or not the study of ethical theory should be included in this practice. Vazquez and Webster argue that a popular strategy, known as the Phronetic Approach, is vulnerable to what they call “epistemic blinders” that arise in the absence of the scaffolding provided by theory. They then sketch an alternative approach to case-based reasoning inspired by Barbara Herman's notion of middle theory. The middle theory approach naturally suggests a balanced method for using case studies in teacher professional development: expose educators to some theory, but only to the degree and at the level appropriate for the specific audience and in light of how frequent interactions with that audience will be.
{"title":"Case-Based Reasoning in Educational Ethics: Phronēsis and Epistemic Blinders","authors":"Michael Vazquez, Dustin Webster","doi":"10.1111/edth.12656","DOIUrl":"https://doi.org/10.1111/edth.12656","url":null,"abstract":"<p>In this paper Michael Vazquez and Dustin Webster consider the practice of deliberating about ethical case studies as a means to contribute to the professional development of educators. An ongoing debate is whether or not the study of ethical theory should be included in this practice. Vazquez and Webster argue that a popular strategy, known as the Phronetic Approach, is vulnerable to what they call “epistemic blinders” that arise in the absence of the scaffolding provided by theory. They then sketch an alternative approach to case-based reasoning inspired by Barbara Herman's notion of middle theory. The middle theory approach naturally suggests a balanced method for using case studies in teacher professional development: expose educators to some theory, but only to the degree and at the level appropriate for the specific audience and in light of how frequent interactions with that audience will be.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12656","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Philosophical work on self-respect has distinguished between various kinds of self-respect. In this paper, Shiying Li begins by introducing important kinds of self-respect and exploring the conceptual and empirical relations among them. She then discusses the value and political significance of social bases of self-respect for both individuals and society. While political theory on this topic, especially from the Rawlsian tradition, has focused on the social bases of self-respect in a well-ordered society, Li takes on the task of uncovering the social bases of self-respect in an unjust society marked by structural injustices such as racism, sexism, social stigmas, and economic and other social inequalities. She provides arguments, including public reason arguments, for the political priority and urgency of securing robust self-respect for all in an unjust society, and thus paves the way for a discussion of the role that education, especially schooling, can and should play in securing robust self-respect. Li concludes by offering reasons to direct special attention to specific aspects of schooling and by making suggestions regarding a curriculum and pedagogy aimed at securing robust self-respect for all.
{"title":"Education for Robust Self-Respect in an Unjust World†","authors":"Shiying Li","doi":"10.1111/edth.12649","DOIUrl":"10.1111/edth.12649","url":null,"abstract":"<p>Philosophical work on self-respect has distinguished between various kinds of self-respect. In this paper, Shiying Li begins by introducing important kinds of self-respect and exploring the conceptual and empirical relations among them. She then discusses the value and political significance of social bases of self-respect for both individuals and society. While political theory on this topic, especially from the Rawlsian tradition, has focused on the social bases of self-respect in a well-ordered society, Li takes on the task of uncovering the social bases of self-respect in an unjust society marked by structural injustices such as racism, sexism, social stigmas, and economic and other social inequalities. She provides arguments, including public reason arguments, for the political priority and urgency of securing robust self-respect for all in an unjust society, and thus paves the way for a discussion of the role that education, especially schooling, can and should play in securing robust self-respect. Li concludes by offering reasons to direct special attention to specific aspects of schooling and by making suggestions regarding a curriculum and pedagogy aimed at securing robust self-respect for all.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215475","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Researchers have studied Catholic schools for decades, often in an attempt to extrapolate from them lessons that may help public schools accomplish similar levels of academic achievement and other desirable goals, such as social mobility, social efficiency, and democratic equality. But research that attempts to understand Catholic education from a secular perspective inevitably misunderstands the purpose of education that Catholic schools themselves claim to pursue, i.e., beatitude. This unique purpose is the source of Catholic school identity. Here, Christopher Hurst argues that by considering Catholic education as the practice of a distinctly Catholic tradition, researchers can authentically assess how well Catholic schools are achieving their own stated goals, and whether their practices can be applied outside of a particular Catholic context.
{"title":"Toward an Authentic Understanding of Catholic School Identity","authors":"Christopher Hurst","doi":"10.1111/edth.12654","DOIUrl":"10.1111/edth.12654","url":null,"abstract":"<p>Researchers have studied Catholic schools for decades, often in an attempt to extrapolate from them lessons that may help public schools accomplish similar levels of academic achievement and other desirable goals, such as social mobility, social efficiency, and democratic equality. But research that attempts to understand Catholic education from a secular perspective inevitably misunderstands the purpose of education that Catholic schools themselves claim to pursue, i.e., beatitude. This unique purpose is the source of Catholic school identity. Here, Christopher Hurst argues that by considering Catholic education as the practice of a distinctly Catholic tradition, researchers can authentically assess how well Catholic schools are achieving their own stated goals, and whether their practices can be applied outside of a particular Catholic context.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215271","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}
Beginning with the question of the usefulness of Rousseau's Émile for contemporary education, this article explores the fantasy held by educational thinkers and practitioners regarding Rousseau's concept of Natural Education. Using French psychoanalyst Jacques Lacan's theory of fantasy, which is based on a relationship between the subject and the object of their desire, Nicholas Stock breaks down Natural Education in a number of ways. Initially, he explores the signifier of nature as an object of desire for both Rousseau and the contemporary educationalist. Next, he examines how Rousseau deploys the signifier in Émile and how this creates an ontology of the child that claims to understand their nature while designating them as Other. This point opens up discussion of desires in light of Lacan's examination of Marquis de Sade and sadism. Equally, in exploring Rousseau's dialectical relationship with Sade, Stock goes on to discuss how the fantasy of nature in Rousseau opens up possibilities of sadistic desire. Finally, he concludes the article by deconstructing the binary upheld between nature and culture through an exploration of pastoral literature. It is this pastoralism that gives a desirable quality to nature, thus sustaining its fantasy in educational circles.
{"title":"Fantasies of Rousseau: A Lacanian View of Natural Education In and Beyond Émile","authors":"Nicholas Stock","doi":"10.1111/edth.12655","DOIUrl":"10.1111/edth.12655","url":null,"abstract":"<p>Beginning with the question of the usefulness of Rousseau's <i>Émile</i> for contemporary education, this article explores the fantasy held by educational thinkers and practitioners regarding Rousseau's concept of Natural Education. Using French psychoanalyst Jacques Lacan's theory of fantasy, which is based on a relationship between the subject and the object of their desire, Nicholas Stock breaks down Natural Education in a number of ways. Initially, he explores the signifier of nature as an object of desire for both Rousseau and the contemporary educationalist. Next, he examines how Rousseau deploys the signifier in <i>Émile</i> and how this creates an ontology of the child that claims to understand their nature while designating them as Other. This point opens up discussion of desires in light of Lacan's examination of Marquis de Sade and sadism. Equally, in exploring Rousseau's dialectical relationship with Sade, Stock goes on to discuss how the fantasy of nature in Rousseau opens up possibilities of sadistic desire. Finally, he concludes the article by deconstructing the binary upheld between nature and culture through an exploration of pastoral literature. It is this pastoralism that gives a desirable quality to nature, thus sustaining its fantasy in educational circles.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12655","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142215270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A key aspect of the educator's responsibility as understood by Hannah Arendt is its dual character. Educators are responsible for both the life and development of the child and the continuance of the world, as Arendt puts it in “The Crisis in Education.” Moreover, these aspects of responsibility are in tension with each other. Arendt's own accounts of responsibility in her political writings are, in a similar way, riddled with tension. What should we conclude from this about the nature of educational responsibility? To address this question, Julien Kloeg and Liesbeth Noordegraaf-Eelens first reconstruct the meaning of responsibility in Arendt's political writings. They find a broad distinction between political responsibility and personal responsibility: the former consists in contributing to a community (by extension, the world), and the latter in the “two-in-one” of silent self-dialogue. While political responsibility is close to Arendt's description of the responsibility of the educator (for the continuance of the world), personal responsibility does not find an obvious home in her educational thought. From this ambiguous situation of education and Arendt's own theme of the “in-between” arises the possibility of introducing a concept of educational responsibility that further develops Arendt's position. Kloeg and Noordegraaf-Eelens's concept of educational responsibility suggests a theory and practice of navigating tensions between conflicting commitments. In their view, this is both an appropriate extension and reform of Arendt's educational work and an insight that does justice to the practical situation of educators in the modern world.
{"title":"In-Between Child and World: Educational Responsibility with and against Arendt","authors":"Julien Kloeg, Liesbeth Noordegraaf-Eelens","doi":"10.1111/edth.12637","DOIUrl":"https://doi.org/10.1111/edth.12637","url":null,"abstract":"<p>A key aspect of the educator's responsibility as understood by Hannah Arendt is its dual character. Educators are responsible for both the life and development of the child and the continuance of the world, as Arendt puts it in “The Crisis in Education.” Moreover, these aspects of responsibility are in tension with each other. Arendt's own accounts of responsibility in her political writings are, in a similar way, riddled with tension. What should we conclude from this about the nature of educational responsibility? To address this question, Julien Kloeg and Liesbeth Noordegraaf-Eelens first reconstruct the meaning of responsibility in Arendt's political writings. They find a broad distinction between political responsibility and personal responsibility: the former consists in contributing to a community (by extension, the world), and the latter in the “two-in-one” of silent self-dialogue. While political responsibility is close to Arendt's description of the responsibility of the educator (for the continuance of the world), personal responsibility does not find an obvious home in her educational thought. From this ambiguous situation of education and Arendt's own theme of the “in-between” arises the possibility of introducing a concept of educational responsibility that further develops Arendt's position. Kloeg and Noordegraaf-Eelens's concept of educational responsibility suggests a theory and practice of navigating tensions between conflicting commitments. In their view, this is both an appropriate extension and reform of Arendt's educational work and an insight that does justice to the practical situation of educators in the modern world.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12637","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142316809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, Andrew Thompson explores the tension between Gert Biesta's concept of educational purpose and education's historical function. For Biesta, the purpose of education consists of three overlapping spheres: qualification, socialization, and subjectification. While scholars have devoted a great deal of attention to Biesta's notion of subjectification, there is not enough consideration of his treatment of socialization and its limits on human freedom. Here, Thompson examines the historical role of socialization as it relates to the cultivation of self-reflecting and self-governing citizens through a process Ian Hunter describes as pastoral pedagogy. Both Biesta and Hunter critique essentialist notions of subjectivity, noting that critical pedagogy in both liberal and Marxian iterations has relied upon a metaphysics informed by Kantian moral definition in which the subject must freely exercise rational autonomy toward self-realization. While Biesta suggests redefining the subject, Hunter dismisses any attempt at redefinition as irrelevant since the school's historical process of moral development is inevitably linked to the antiquated liberal ideal. In Hunter's view, all attempts to escape the school's moral teleology inexorably employ a pedagogy that is based on the moral ideal its critics wish to eliminate. This article illustrates the agonism inherent in Biesta's concept of educational purpose and explores the role of the theorist as the expression of a particular moral self that informs the ideal persona of the teacher.
{"title":"Rethinking Subjectification: On the Limits of Biesta's Educational Theory","authors":"Andrew Thompson","doi":"10.1111/edth.12650","DOIUrl":"10.1111/edth.12650","url":null,"abstract":"<p>In this article, Andrew Thompson explores the tension between Gert Biesta's concept of educational purpose and education's historical function. For Biesta, the purpose of education consists of three overlapping spheres: qualification, socialization, and subjectification. While scholars have devoted a great deal of attention to Biesta's notion of subjectification, there is not enough consideration of his treatment of socialization and its limits on human freedom. Here, Thompson examines the historical role of socialization as it relates to the cultivation of self-reflecting and self-governing citizens through a process Ian Hunter describes as pastoral pedagogy. Both Biesta and Hunter critique essentialist notions of subjectivity, noting that critical pedagogy in both liberal and Marxian iterations has relied upon a metaphysics informed by Kantian moral definition in which the subject must freely exercise rational autonomy toward self-realization. While Biesta suggests redefining the subject, Hunter dismisses any attempt at redefinition as irrelevant since the school's historical process of moral development is inevitably linked to the antiquated liberal ideal. In Hunter's view, all attempts to escape the school's moral teleology inexorably employ a pedagogy that is based on the moral ideal its critics wish to eliminate. This article illustrates the agonism inherent in Biesta's concept of educational purpose and explores the role of the theorist as the expression of a particular moral self that informs the ideal persona of the teacher.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12650","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141350435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sara Juvonen, Heidi Huilla, Sonja Kosunen, Martin Thrupp, Auli Toom
The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the education of individual students. The domain of socialization sets the stage for the domains of qualification and subjectification, making the balance of the latter two crucial for disadvantaged students as well as schools' societal purpose of both maintaining and reforming soci(et)al structures. Two key ideas are raised: First, in order to better understand the current dynamics of the three domains, the authors suggest separating the logic and content of “qualification.” Second, the authors discuss why it is equally useful to separate the everyday and societal dimension of purpose. The central question is this: Can individual educators find a balance between the three domains if the surrounding society overvalues the logic of qualification?
{"title":"Conceptualizing Socialization, Qualification, and Subjectification as Purposes of Education†","authors":"Sara Juvonen, Heidi Huilla, Sonja Kosunen, Martin Thrupp, Auli Toom","doi":"10.1111/edth.12652","DOIUrl":"10.1111/edth.12652","url":null,"abstract":"<p>The authors of this paper explore Gert Biesta's theorization of three domains of purpose of education: socialization, qualification, and subjectification. The aim is to study the interrelations of the domains and to develop further the theoretical discussion concerning schools' purpose for both individuals and society. Outlining the relationships of the domains of purpose allows one to see how the societal purpose of education is realized in the education of individual students. The domain of socialization sets the stage for the domains of qualification and subjectification, making the balance of the latter two crucial for disadvantaged students as well as schools' societal purpose of both maintaining and reforming soci(et)al structures. Two key ideas are raised: First, in order to better understand the current dynamics of the three domains, the authors suggest separating the logic and content of “qualification.” Second, the authors discuss why it is equally useful to separate the everyday and societal dimension of purpose. The central question is this: Can individual educators find a balance between the three domains if the surrounding society overvalues the logic of qualification?</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12652","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141353929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A central problem for phronetic case-based approaches to the ethics of teaching lies in the proper determination of normative ethical problems. Judgments about the character of normative ethical problems depend in part on background beliefs about what is (or is not) of ethical value. Thus, to distinguish genuinely normative ethical problems, teachers seem to first require knowledge of what is of ethical value, which practical problems themselves cannot generate. To resolve this practical and theoretical problem, Nicolas Tanchuk and Alyssa Emery argue for a Deweyan approach to teacher ethics that asserts two central theses: First, negatively, that inductive evidence warrants skepticism about any normative theory grounded in external reasons — (purported) reasons that are actually or possibly disconnected from an agent's motivational set of beliefs, desires, and dispositions. Second, that a cognitive and affective orientation toward solving problems through learning survives skepticism about external ethical reasons, grounding the commitments of many anti-oppressive teacher educators.
{"title":"On the Ethical Priority of Problem Solving in Case-Based Teacher Ethics: Grounding an Anti-Oppressive Approach","authors":"Nicolas Tanchuk, Alyssa Emery","doi":"10.1111/edth.12647","DOIUrl":"10.1111/edth.12647","url":null,"abstract":"<p>A central problem for phronetic case-based approaches to the ethics of teaching lies in the proper determination of normative ethical problems. Judgments about the character of normative ethical problems depend in part on background beliefs about what is (or is not) of ethical value. Thus, to distinguish genuinely <i>normative</i> ethical problems, teachers seem to first require knowledge of what is of ethical value, which practical problems themselves cannot generate. To resolve this practical and theoretical problem, Nicolas Tanchuk and Alyssa Emery argue for a Deweyan approach to teacher ethics that asserts two central theses: First, negatively, that inductive evidence warrants skepticism about any normative theory grounded in external reasons — (purported) reasons that are actually or possibly disconnected from an agent's motivational set of beliefs, desires, and dispositions. Second, that a cognitive and affective orientation toward solving problems through learning survives skepticism about external ethical reasons, grounding the commitments of many anti-oppressive teacher educators.</p>","PeriodicalId":47134,"journal":{"name":"EDUCATIONAL THEORY","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/edth.12647","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141366372","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}