This paper explores art’s (especially film’s) formative potential in two parts. In the first part, I draw on German philosopher Hans-Georg Gadamer and his notion of ‘education’ as it unfolds in the aesthetic appearance (Darstellung) of the cultural world – with the artwork’s coming-into-meaning as the paradigmatic example. For Gadamer, the artwork’s formative potential is bound up in its capacity to move our senses and intellect into an encounter with what is ‘other’ to our subjectivity. Drawn into a mode of paying attention to what appears (e.g. in film’s moving images), we are called to lose our-selves and be present in a new way to familiar world objects and relations. The second part of the paper imagines the ontological conditions that make possible our aesthetic hermeneutic movement in the world: the mode of the beautiful. Why do certain artworks (Gebilde) shine forth and summon us to be present to them? To pursue this question, I turn to French Catholic philosopher Jacques Maritain’s notion of Beauty and craftsmanship. Maritain turns us (like Gadamer) to a Neo-Platonic notion of Beauty that is however rooted in Thomas Aquinas’ notion of the mystery of Being (i.e. God). In his reading, our hermeneutic experience of art (and, with that, our movement into self-formation in aesthetic experience) is bound up in the artist’s participation in the mode of the beautiful and her loss of self in the labour of Love of craftsmanship.
{"title":"“Don’t Educate Me - Move me!” Labours of Love and Participations in the Beautiful – in art and filmmaking","authors":"Katja Frimberger","doi":"10.1093/jopedu/qhae051","DOIUrl":"https://doi.org/10.1093/jopedu/qhae051","url":null,"abstract":"\u0000 This paper explores art’s (especially film’s) formative potential in two parts. In the first part, I draw on German philosopher Hans-Georg Gadamer and his notion of ‘education’ as it unfolds in the aesthetic appearance (Darstellung) of the cultural world – with the artwork’s coming-into-meaning as the paradigmatic example. For Gadamer, the artwork’s formative potential is bound up in its capacity to move our senses and intellect into an encounter with what is ‘other’ to our subjectivity. Drawn into a mode of paying attention to what appears (e.g. in film’s moving images), we are called to lose our-selves and be present in a new way to familiar world objects and relations. The second part of the paper imagines the ontological conditions that make possible our aesthetic hermeneutic movement in the world: the mode of the beautiful. Why do certain artworks (Gebilde) shine forth and summon us to be present to them? To pursue this question, I turn to French Catholic philosopher Jacques Maritain’s notion of Beauty and craftsmanship. Maritain turns us (like Gadamer) to a Neo-Platonic notion of Beauty that is however rooted in Thomas Aquinas’ notion of the mystery of Being (i.e. God). In his reading, our hermeneutic experience of art (and, with that, our movement into self-formation in aesthetic experience) is bound up in the artist’s participation in the mode of the beautiful and her loss of self in the labour of Love of craftsmanship.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141647046","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article argues that, as applied to education, the Capabilities Approach pioneered by Amartya Sen and Martha Nussbaum shares a range of philosophical commitments with the work of social realist scholars on the concept of ‘powerful knowledge’. I first trace the history of the concept of powerful knowledge and present critiques put forward by social justice scholars. I then outline the Capabilities Approach, arguing it provides a response to some of these concerns. From here I develop the connection between the two educational paradigms focusing on four areas of affinity. The first is the conceptual similarity between the ‘power’ of powerful knowledge and Nussbaum’s account of a capability. The second is their concern with the reduction of education to technical-instrumentalism, human capital, and other economically driven imperatives. The third is a shared focus on the link between knowledge, human agency, and freedom. The fourth, is a mutual rejection of relativism and embrace of a nuanced universalism. Ultimately, by drawing together these two conceptually rich approaches to the aims and purposes of education, I hope to open a space for theorizing about both capabilities and powerful knowledge that can resolve some of the problems in both. For powerful knowledge, the Capabilities Approach allows a more concrete explication of why access to disciplinary bodies of knowledge is of value to both individuals and society. On the side of the Capabilities Approach, engaging with the concept of powerful knowledge can help give a rationale for how educational knowledge fosters certain centrally important capabilities.
{"title":"From Powerful Knowledge to Capabilities: Social Realism, Social Justice, and the Capabilities Approach","authors":"Daniel Talbot","doi":"10.1093/jopedu/qhae050","DOIUrl":"https://doi.org/10.1093/jopedu/qhae050","url":null,"abstract":"\u0000 This article argues that, as applied to education, the Capabilities Approach pioneered by Amartya Sen and Martha Nussbaum shares a range of philosophical commitments with the work of social realist scholars on the concept of ‘powerful knowledge’. I first trace the history of the concept of powerful knowledge and present critiques put forward by social justice scholars. I then outline the Capabilities Approach, arguing it provides a response to some of these concerns. From here I develop the connection between the two educational paradigms focusing on four areas of affinity. The first is the conceptual similarity between the ‘power’ of powerful knowledge and Nussbaum’s account of a capability. The second is their concern with the reduction of education to technical-instrumentalism, human capital, and other economically driven imperatives. The third is a shared focus on the link between knowledge, human agency, and freedom. The fourth, is a mutual rejection of relativism and embrace of a nuanced universalism. Ultimately, by drawing together these two conceptually rich approaches to the aims and purposes of education, I hope to open a space for theorizing about both capabilities and powerful knowledge that can resolve some of the problems in both. For powerful knowledge, the Capabilities Approach allows a more concrete explication of why access to disciplinary bodies of knowledge is of value to both individuals and society. On the side of the Capabilities Approach, engaging with the concept of powerful knowledge can help give a rationale for how educational knowledge fosters certain centrally important capabilities.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141666764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Promise of the University: Reclaiming Humanity, Humility, and Hope","authors":"A. Skilbeck","doi":"10.1093/jopedu/qhae046","DOIUrl":"https://doi.org/10.1093/jopedu/qhae046","url":null,"abstract":"","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141682440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Becoming Freirean","authors":"Anna Pagès","doi":"10.1093/jopedu/qhae049","DOIUrl":"https://doi.org/10.1093/jopedu/qhae049","url":null,"abstract":"","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141685780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review of Morten Timmermann Korsgaard’s Retuning Education: Bildung and Exemplarity Beyond the Logic of Progress (Routledge, 2024)","authors":"Louis Waterman-Evans","doi":"10.1093/jopedu/qhae045","DOIUrl":"https://doi.org/10.1093/jopedu/qhae045","url":null,"abstract":"","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141339325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Review: Activity Theory – An Introduction. Edited by: Alex Levant, Kyoko Murakami, and Miriam Sweeny. ibidem Press. 2024","authors":"Theo Hickfang","doi":"10.1093/jopedu/qhae044","DOIUrl":"https://doi.org/10.1093/jopedu/qhae044","url":null,"abstract":"","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141347047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This essay investigates whether Conversational Thinking can suitably serve as a pedagogical approach for philosophy education in African schools (primary and secondary levels). We argue that there is a need to introduce and teach philosophy in schools in Africa. Additionally, we argue that it would be apropos to adopt a decolonial approach in developing such curricula, which, among others, could accommodate African approaches to philosophy. We contend that the promotion of African home-grown frameworks, such as Conversational Thinking can serve as an appropriate decolonial strategy for philosophy education in parts of Africa. Our reason is that the proposed philosophy curriculum would train the emerging young generations in Africa to be critical, creative and innovative from African epistemic perspectives. This stems from the fact that Conversational Thinking is a strategy among others that can promote African culture-inspired approaches to knowledge that combine with basic thinking skills to offer truly African forms of epistemic liberation.
{"title":"Can conversational thinking serve as a suitable pedagogical approach for philosophy education in African Schools?","authors":"Jonathan O. Chimakonam, L. Ogbonnaya","doi":"10.1093/jopedu/qhae039","DOIUrl":"https://doi.org/10.1093/jopedu/qhae039","url":null,"abstract":"\u0000 This essay investigates whether Conversational Thinking can suitably serve as a pedagogical approach for philosophy education in African schools (primary and secondary levels). We argue that there is a need to introduce and teach philosophy in schools in Africa. Additionally, we argue that it would be apropos to adopt a decolonial approach in developing such curricula, which, among others, could accommodate African approaches to philosophy. We contend that the promotion of African home-grown frameworks, such as Conversational Thinking can serve as an appropriate decolonial strategy for philosophy education in parts of Africa. Our reason is that the proposed philosophy curriculum would train the emerging young generations in Africa to be critical, creative and innovative from African epistemic perspectives. This stems from the fact that Conversational Thinking is a strategy among others that can promote African culture-inspired approaches to knowledge that combine with basic thinking skills to offer truly African forms of epistemic liberation.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140653467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this paper we want to rethink the educational significance of the novel – and particularly of novel-reading – from the perspective of a ‘meta-novelistic’ reading of Don Quixote, often acclaimed as the “first modern novel”. Our point of departure is double: on the one hand, there is the controversial contemporary phenomenon of “de-reading”, and all the educational discussions which it entails; on the other hand, there is the existing tradition of literary education, which, from different angles, has already extensively reflected upon the (moral, epistemological, ontological) relation between novel-reading, education and subjectification, but which also sometimes seems to have exhausted its means for doing so. To problematize this double starting point in a new way, we propose to revisit the ‘origins’ of the novel and novel-reading, at the dawn of modernity. By exploring the differences between the narratives of subjectification represented by the Cartesian cogito and Cervantes’ Don Quixote, which were near-contemporaries, we try to argue for an educational-philosophical rehabilitation of the latter, if not against then at least beyond the former. In a first movement, and in dialogue with novelists Milan Kundera and Carlos Fuentes, we do so by focusing on the novel as a particular form, or ‘configuration’, of knowledge – one that is by nature experimental and pluralist. In a second movement, we link this to Jean Baudrillard’s famous distinction between “simulation” and “illusion”, claiming that novel-reading qua subjectification always involves a Quixotic practice of adventurous, ‘playful’ and public negotiation between reality and its more or less ‘illusory’ alternatives.
{"title":"Conquering Illusions: Don Quixote and the Educational Significance of the Novel","authors":"Wiebe Koopal, S. Oliverio","doi":"10.1093/jopedu/qhae038","DOIUrl":"https://doi.org/10.1093/jopedu/qhae038","url":null,"abstract":"\u0000 In this paper we want to rethink the educational significance of the novel – and particularly of novel-reading – from the perspective of a ‘meta-novelistic’ reading of Don Quixote, often acclaimed as the “first modern novel”. Our point of departure is double: on the one hand, there is the controversial contemporary phenomenon of “de-reading”, and all the educational discussions which it entails; on the other hand, there is the existing tradition of literary education, which, from different angles, has already extensively reflected upon the (moral, epistemological, ontological) relation between novel-reading, education and subjectification, but which also sometimes seems to have exhausted its means for doing so. To problematize this double starting point in a new way, we propose to revisit the ‘origins’ of the novel and novel-reading, at the dawn of modernity. By exploring the differences between the narratives of subjectification represented by the Cartesian cogito and Cervantes’ Don Quixote, which were near-contemporaries, we try to argue for an educational-philosophical rehabilitation of the latter, if not against then at least beyond the former. In a first movement, and in dialogue with novelists Milan Kundera and Carlos Fuentes, we do so by focusing on the novel as a particular form, or ‘configuration’, of knowledge – one that is by nature experimental and pluralist. In a second movement, we link this to Jean Baudrillard’s famous distinction between “simulation” and “illusion”, claiming that novel-reading qua subjectification always involves a Quixotic practice of adventurous, ‘playful’ and public negotiation between reality and its more or less ‘illusory’ alternatives.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140656359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The University as Sanctuary: Home and Unhomeliness","authors":"Amanda Fulford, Áine Mahon","doi":"10.1093/jopedu/qhae037","DOIUrl":"https://doi.org/10.1093/jopedu/qhae037","url":null,"abstract":"","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecology and Ubuntu philosophy. An understanding of how philosophy and ecology relate is proposed to fill the gap in the cosmological premise between the African person and ecology. The study first sets out a relational model of humans and the ecosystem, then applies the ecology of education to environmental policy formulation. The research demonstrates that humanness with humaneness and collectivism, afro-eco-communitarianism, Ubuntu consensus politics, and Ubuntugogy are concepts underlying how the essence of Ubuntu philosophy can inform an eco-friendly society. The ethno-philo-cological underpinnings help conceptualize these concepts of community. Finally, the study’s conclusion shows how the concepts of Ubuntu philosophy suggest ways to improve environmental education and policy formulation. Climate concerns can be resolved by handing responsibility to the community.
{"title":"Ubuntu Philosophy for ecological education and environmental policy formulation","authors":"David Kyei-Nuamah, Zhengmei Peng","doi":"10.1093/jopedu/qhae034","DOIUrl":"https://doi.org/10.1093/jopedu/qhae034","url":null,"abstract":"\u0000 A world faced with global climate change needs actionable ways to curb its effects. We suggest that Ubuntu philosophy is a way to achieve peaceful coexistence between humans and the ecosystem. From an African perspective, we use Ubuntu philosophy’s concepts to understand how humans can create environmental policies and environmental education pedagogy. We use historical ecology and document review to explore the connections between humans, ecology and Ubuntu philosophy. An understanding of how philosophy and ecology relate is proposed to fill the gap in the cosmological premise between the African person and ecology. The study first sets out a relational model of humans and the ecosystem, then applies the ecology of education to environmental policy formulation. The research demonstrates that humanness with humaneness and collectivism, afro-eco-communitarianism, Ubuntu consensus politics, and Ubuntugogy are concepts underlying how the essence of Ubuntu philosophy can inform an eco-friendly society. The ethno-philo-cological underpinnings help conceptualize these concepts of community. Finally, the study’s conclusion shows how the concepts of Ubuntu philosophy suggest ways to improve environmental education and policy formulation. Climate concerns can be resolved by handing responsibility to the community.","PeriodicalId":47223,"journal":{"name":"JOURNAL OF PHILOSOPHY OF EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140702600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：