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Education Since 2010: Hirstian Resonances 自2010年以来的教育:赫斯特的共鸣
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-12 DOI: 10.1093/jopedu/qhad001
John White
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引用次数: 0
Leadership matters in democratic education: Calibrating the role of Principal in one democratic school 民主教育中的领导力:衡量一所民主学校校长的角色
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-21 DOI: 10.1111/1467-9752.12688
Fintan McCutcheon, Joanna Haynes

Through a series of conversations, Fintan McCutcheon and Joanna Haynes explore McCutcheon's reflections on school leadership in the contexts of the Educate Together movement (in the Republic of Ireland) and, specifically, in his aspiration to build an optimally democratic school in Balbriggan. Much of the academic and professional literature on school leadership depicts the role of school leaders as expressing a strong vision for the school, with charismatic communication and strategic skills, and putting explicit emphasis on high educational standards. On the ground, the school leader is required to maintain executive governance standards, is accountable to a range of hierarchies and audiences and is in a custodian role to traditions of school culture and human resource relationships. Taken together, these academic, professional and contractual obligations can corral the school leader into practice of limited scope, obstructed by protocol, risk-averse and curtailed in creativity and, in relation to developing a democratic school, lacking in the necessary room for innovation. The conversation focuses on the rough ground of incident and messiness, identified through critical moments of school life when the aspirations to be democratic, to lead democratically, to teach democracy and to create a sustaining democratic school culture are lived-out. Through this dialogue, the conversants observe a practice of school leadership grounded in practical reason. The dialogue touches on and threads congruence between the on-the-ground risk-taking, rule-breaking, action orientation, nuanced dialogue, passionate engagement and deep reflection that characterise day-to-day school leadership practice. It concludes with ideas concerning the dynamics of forms of democracy that can prevail.

通过一系列的对话,芬坦·麦卡琴和乔安娜·海恩斯探讨了麦卡琴在“共同教育”运动(爱尔兰共和国)背景下对学校领导的思考,特别是他在巴尔布里根建立一所最民主学校的愿望。许多关于学校领导的学术和专业文献都将学校领导的角色描述为表达学校的强烈愿景,具有魅力的沟通和战略技能,并明确强调高教育标准。在基层,学校领导需要维持行政治理标准,对一系列层次和受众负责,并扮演学校文化传统和人力资源关系的监护人角色。这些学术、专业和合同义务加在一起,可以把学校领导限制在有限的范围内,受到礼仪的阻碍,厌恶风险,创造力受到限制,并且在发展民主学校方面缺乏必要的创新空间。对话集中在事件和混乱的粗糙基础上,通过学校生活的关键时刻来确定,当民主的愿望,民主的领导,民主的教导和创造一个持续的民主学校文化是活生生的。通过这种对话,熟悉的人观察到一种基于实践理性的学校领导实践。对话触及并梳理了实地冒险、打破规则、行动导向、细致入微的对话、热情参与和深刻反思之间的一致性,这些都是学校日常领导实践的特征。它的结论是关于民主形式的动力,可以盛行的想法。
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引用次数: 0
The libidinal body in community-based education: Evidence of somaesthetics from Borneo's Dayaknese communities 社区教育中的力比多身体:婆罗洲达雅纳人社区的躯体美学证据
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-12-05 DOI: 10.1111/1467-9752.12683
Setiono Sugiharto

Amidst the lingering prominence of idealist and rationalist traditions in the philosophy of education, the notion of living, sentient body (or soma) seems to have received scant attention by educational philosophers hitherto. These traditions—whose strong influence can be traced back to such philosophers as Plato, Descartes, Leibniz and Wolff—elevate and privilege the import of reasoning and mind over the body, rendering the latter ancillary and even distorting to the pursuit of knowledge and truth. Drawing on the idea of somaestehtic philosophy initially proposed by Richard Shusterman, this article first discusses this philosophical outlook and then expands it by foregrounding the notion of the libidinal body—that is, the potentiality of the performative dimension of the soma in constructing and reconstructing knowledge. It argues that the soma itself is, in fact, the site of desire for knowledge production and reproduction. To buttress this argument, the article provides evidence from Borneo's Dayaknese communities as one of the instances of the somatic society where the practices of the libidinal body for the community's education are most conspicuous. The article ends with some thoughts on the possible research directions the philosophy of education ought to take to push the field forward in its pursuit for virtue and the good life.

在理想主义和理性主义传统在教育哲学中挥之不去的突出地位中,生活的概念,有知觉的身体(或躯体)似乎迄今为止很少受到教育哲学家的关注。这些传统——其强大的影响力可以追溯到柏拉图、笛卡尔、莱布尼茨和沃尔夫等哲学家——将推理和思维的重要性提升到高于身体的地位,使后者成为对知识和真理的追求的附属品,甚至是扭曲的。本文以理查德·舒斯特曼最初提出的躯体美学哲学思想为基础,首先讨论了这一哲学观,然后通过提出力比多体的概念——即躯体的行为维度在建构和重建知识方面的潜力——来扩展这一哲学观。它认为躯体本身实际上是知识生产和再生产欲望的场所。为了支持这一论点,文章提供了婆罗洲达雅纳人社区的证据,作为躯体社会的一个例子,在那里,对社区教育的力比多身体的实践是最明显的。文章最后对教育哲学在追求德性与美好人生的道路上可能采取的研究方向进行了思考。
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引用次数: 0
Philosophy of Gurukula education: Personal education and practical democracy 古鲁库拉教育理念:个人教育与实践民主
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-30 DOI: 10.1111/1467-9752.12713
Jayaraman Jayalakshmi, Venkatasubramanian Smrithi Rekha

Education, which is as old as humanity, has existed in various personal forms in non-western societies, where an osmotic exchange of wisdom, values and life skills within families, tribes and communities was instrumental in the formation and continuation of diverse wisdom traditions all over the world. A personal system of education, called Gurukula (Sanskrit guru, teacher; kula, family) education, thrived in pre-colonial South Asia for centuries before it was replaced by colonial education. This article discusses the philosophy and science behind Gurukula education, where education was a personal process involving an osmotic exchange of essences between teacher and taught, giving wide scope for the celebration of the natural diversity and variability of human behaviour and personality leading to an education that provides equal opportunity in the real sense—as an equal fit between individuals and their environment(s), giving rise to a practical democracy.

教育与人类一样古老,在非西方社会以各种个人形式存在,在这些社会中,家庭、部落和社区内部的智慧、价值观和生活技能的渗透交流有助于在世界各地形成和延续各种智慧传统。一种个人教育体系,称为Gurukula(梵语guru,老师;在被殖民教育取代之前,kula(家庭)教育在前殖民时期的南亚繁荣了几个世纪。这篇文章讨论了Gurukula教育背后的哲学和科学,其中教育是一个个人的过程,涉及教师和学生之间渗透的本质交流,为庆祝人类行为和个性的自然多样性和可变性提供了广泛的空间,从而使教育在真正意义上提供了平等的机会——个人与环境之间的平等契合,从而产生了实际的民主。
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引用次数: 0
‘A Summerhill in Scotland’? Experiences of freedom and community at Kilquhanity School (1940–1996) “苏格兰的一座夏山”?Kilquhanity学校的自由与社区体验(1940-1996)
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-26 DOI: 10.1111/1467-9752.12716
Emily Charkin

In 1940, John and Morag Aitkenhead set up Kilquhanity School in rural Galloway, inspired by the writings of A.S. Neill and the practices at Summerhill School. In 1962, Aitkenhead wrote that he had swallowed ‘hook, line and sinker’ Neill's theories and that ‘but for him and his example, there could never have been this free school in Scotland’. Historians and commentators have tended to share his view, for example, describing Aitkenhead as a ‘disciple’ of Neill and Kilquhanity as an ‘approximate’ of Summerhill with its weekly meeting, informality of relations between adults and children and a valuing of freedom and happiness over academic achievement.

However, this article, drawing on primary research with ex-pupils and staff, uncovers significant differences of philosophy and practice between the two schools, particularly in relation to pupils’ contribution to the Kilquhanity School community through the daily practice of ‘useful work’. These differences raise questions about the positioning of Kilquhanity as simply a less well-known and less radical ‘Summerhill in Scotland’ and expose an often neglected fault line within the progressive and radical movements with which both schools are associated.

1940年,John和Morag Aitkenhead受A.S. Neill的著作和夏山学校的实践的启发,在加洛韦乡村建立了Kilquhanity学校。1962年,艾特肯黑德写道,他完全接受了尼尔的理论,“如果没有他和他的榜样,苏格兰就不可能有这所免费学校”。例如,历史学家和评论家倾向于赞同他的观点,将艾特肯黑德描述为尼尔和基尔克汉尼的“门徒”,将其描述为夏山的“近似”,每周开会,成人和儿童之间的关系非正式,以及对自由和幸福的重视超过学术成就。然而,本文通过对前学生和教职员工的初步研究,揭示了两所学校在理念和实践上的显著差异,特别是在学生通过“有用的工作”的日常实践对Kilquhanity学校社区的贡献方面。这些差异引发了对Kilquhanity的定位问题,即它仅仅是一个不那么知名、不那么激进的“苏格兰夏山”,并暴露了两所学校相关的进步和激进运动中经常被忽视的断层线。
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引用次数: 0
Emerson's ‘Self-Reliance’ and political self-education 爱默生的“自立”和政治自我教育
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-25 DOI: 10.1111/1467-9752.12627
Léa Boman

This paper studies how Emerson's ‘Self-Reliance’ offers a meaningful account of political and moral self-education in Western democracies. Emerson's moral perfectionism involves an ethical, political and democratic individualism that needs to be reconsidered. This paper explores a perfectionist interpretation of the modern forms of self-education as political and ordinary practices, first with the case of conspiracy theories, which express an individual desire for self-education but appear as the result of a lack of self-reliance and a failure of political self-education, and then through the explicit claim to self-education made by activists in ecological, anti-racial or feminist organisations, which embodies the democratic need for self-reliance. These two examples reveal a new kind of efficient and ordinary political power at the edge of civic commitment. This leads us to define an alternative conception of pedagogy, in which equality in self-reliance matters. This also underlines our moral and ordinary political responsibility and challenges the traditional philosophical opposition between personal and public, subjective and universal. This paper underlines the accuracy of Stanley Cavell's interpretation of Emerson's ‘Self-Reliance’ in order to provide a perfectionist interpretation of activism. It also opens a new crossed perspective between the French and American approaches.

本文研究爱默生的《自立》如何为西方民主国家的政治和道德自我教育提供了有意义的解释。爱默生的道德完美主义涉及伦理、政治和民主的个人主义,这需要重新考虑。本文探讨了作为政治和普通实践的现代自我教育形式的完美主义解释,首先以阴谋论为例,阴谋论表达了个人对自我教育的渴望,但似乎是缺乏自力更生和政治自我教育失败的结果,然后通过生态,反种族或女权主义组织的积极分子对自我教育的明确主张,体现了自力更生的民主需要。这两个例子揭示了一种处于公民承诺边缘的新型高效而普通的政治权力。这导致我们定义了另一种教育学概念,在这种概念中,自力更生的平等很重要。这也强调了我们的道德和一般政治责任,并挑战了个人与公共、主观与普遍之间的传统哲学对立。本文强调了斯坦利·卡维尔对爱默生“自力更生”解释的准确性,以提供对行动主义的完美主义解释。它还在法国和美国的方法之间开辟了一个新的交叉视角。
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引用次数: 0
A democratic school: Teacher reconciliation, child-centred dialogue and emergent democracy 民主学校:教师和解、以儿童为中心的对话和新兴民主
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-24 DOI: 10.1111/1467-9752.12718
Gillen Motherway

This article is an exploration of a democratic school where the author spent several years researching and engaging with teachers and students while investigating the practice of Philosophy for/with Children (P4C) within Irish Educate Together schools. I offer an account of how teachers in these contexts seek to reconcile and harmonise their P4C practice with their own educational and democratic outlooks. These perspectives were uncovered through a ‘lived enquiry’ study involving deep immersion in the day-to-day life of a school as a researcher and P4C practitioner. Teachers seeking to reconcile their practice with their views in this context resulted in the children in their classrooms learning through democratic processes, where democracy is not merely prescribed, but instead becomes a way of life. By drawing upon excerpts of teacher interview data from my doctoral studies, I suggest that there is a ‘rough ground’ of practice where diverse and unique perspectives can be revealed when lived, deeply immersive and sensitive approaches are taken towards practitioners and their communities. The intertwining of Educate Together and P4C philosophies of education is explored, with particular emphasis on the notion of child-centredness, dialogue and philosophical enquiry with children. Expanding on the democratic educational ideas of Biesta and Fielding, I argue that there is a deeply contextual and philosophically compelling connection between teachers engaging in P4C, the atmosphere or environment in which dialogue with children can occur and a different understanding of democracy through education that may result.

这篇文章是对一所民主学校的探索,作者花了几年的时间研究并与教师和学生接触,同时调查了爱尔兰共同教育学校的哲学与儿童(P4C)的实践。我提供了一个在这些背景下的教师如何寻求调和和协调他们的P4C实践与他们自己的教育和民主的观点。这些观点是通过一项“生活调查”研究发现的,该研究涉及作为研究人员和P4C实践者深入沉浸在学校的日常生活中。通过从我的博士研究中摘录的教师访谈数据,我认为在实践中有一个“粗糙的基础”,当对从业者和他们的社区采取生动、深入和敏感的方法时,可以揭示不同和独特的观点。“共同教育”和“P4C”教育理念相互交织,特别强调以儿童为中心的概念、与儿童的对话和哲学探究。在Biesta和Fielding的民主教育理念的基础上,我认为在参与P4C的教师、与儿童对话的氛围或环境以及通过教育可能产生的对民主的不同理解之间存在着深刻的背景和哲学上引人注目的联系。
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引用次数: 2
Ignorance: Aesthetic unlearning 无知:美学遗忘
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-22 DOI: 10.1111/1467-9752.12705
Emile Bojesen

This article proceeds from a consideration of what John Baldacchino calls ‘viable ignorance’, attempting to take leave from the critical and pedagogical obligations of certain elements of Barbara Johnson's ‘positive ignorance’. It considers Friedrich Nietzsche, Jean-François Lyotard and the composer, Karlheinz Stockhausen's reflections on modes of experience, and the cultivation of complementary dispositions, where the knowing, egocentric subject is transformed into, or undermined as, what Nietzsche calls ‘a medium of overpowering forces’. The disposition itself is outlined through close readings of key elements of Nietzsche's notebooks, Lyotard's final chapter of Libidinal Economy (1993), and Stockhausen's lecture, ‘Intuitive Music’ (1971) and developed through supplemental practice-as-research activity in sound. The intention of this paper is to explore the space of aesthetic ignorance as committedly as possible, without reverting constantly to positive ignorance.

本文从约翰·巴尔达奇诺(John Baldacchino)所说的“可行的无知”的考虑出发,试图从芭芭拉·约翰逊(Barbara Johnson)的“积极无知”的某些要素的批判和教学义务中解脱出来。它考虑了弗里德里希·尼采、让-弗朗索瓦·利奥塔和作曲家卡尔海因茨·施托克豪森对经验模式的反思,以及互补倾向的培养,在这种情况下,知识、自我中心的主体被转化为,或被削弱为尼采所说的“压倒一切的力量的媒介”。这种倾向本身是通过仔细阅读尼采的笔记、利奥塔的《利比多经济学》最后一章(1993)和斯托克豪森的讲座“直觉音乐”(1971)的关键要素来概述的,并通过补充声音的实践作为研究活动来发展。本文的目的是尽可能坚定地探索审美无知的空间,而不是不断地回到积极的无知。
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引用次数: 2
Sex ed for social justice: Using principles of hip-hop–based education to rethink school-based sex education 社会正义的性教育:运用hip-hop教育原则重新思考校本性教育
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-21 DOI: 10.1111/1467-9752.12714
Sin R. Guanci

Forming and sustaining healthy relationships of any kind requires empathy, thought, communication and effort, all of which are learned skills. Many of these skills can and should be learned in a variety of places, including and especially in schools. One of the most appropriate venues for teaching interpersonal relationship skills in school is through ‘sex ed’ classes. I argue that student-centred, anti-racist, culturally affirming and appropriate, inclusive, egalitarian and relationship-based learning environments are necessary for sex education that benefits all students. The principles of hip-hop-based pedagogies, including Christopher Emdin's Reality Pedagogy, Bettina Love's Abolitionist Pedagogy and Rawls and Robinson's Youth Culture Pedagogy can serve as a useful theoretical framework around which to build sex education curriculum and policy. School-based sex education (SBSE) based on these principles may prove extremely beneficial not only to all students and their individual sense of identity and sexual autonomy but also to the general welfare of the public in the long run.

建立和维持任何一种健康的关系都需要移情、思考、沟通和努力,所有这些都是后天习得的技能。其中许多技能可以而且应该在各种各样的地方学习,包括特别是在学校。在学校教授人际关系技巧最合适的场所之一是通过“性教育”课程。我认为,以学生为中心,反种族主义,文化肯定和适当,包容,平等和基于关系的学习环境是性教育的必要条件,使所有学生受益。以嘻哈为基础的教育学原则,包括克里斯托弗·埃姆丁的现实教育学、贝蒂娜·洛夫的废奴主义教育学和罗尔斯和罗宾逊的青年文化教育学,可以作为构建性教育课程和政策的有用理论框架。以这些原则为基础的校本性教育,不但对所有学生、他们的个人认同感和性自主权都大有裨益,从长远来看,对公众的整体福利也大有裨益。
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引用次数: 1
Introduction to the Suite: Political education for human transformation 套件导论:人类转型的政治教育
IF 1 4区 教育学 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-21 DOI: 10.1111/1467-9752.12715
Naoko Saito, Sandra Laugier

This is a brief introduction to the second part of a suite of papers on the theme ‘Political Education for Human Transformation’. Sceptical of the familiar and somewhat narrow frameworks for citizenship education, this East-West collaboration looks again at the very idea, and the possible means, of education for democracy. It examines the principle of an equality of voices as crucial to mature democratic citizenship, expanding on this through the idea of the ‘education of one's experience’. This is a matter not of introspection but rather of turning attention outward—towards the language we use, the way others are treated, works of art and popular culture—in order to be more critically awake and to experience more fully how the world comes to light. We introduce papers by Alexis Gibbs and Léa Boman, which respectively consider the reflections of de Tocqueville on democracy in the United States and Emerson's essay ‘Self-Reliance’. Together, these essays contribute to an understanding of the manner in which we are always already implicated in structures of power. They offer a redefinition of political subjectivity.

这是关于“人类转型的政治教育”主题的一套论文的第二部分的简要介绍。对熟悉的、有些狭隘的公民教育框架持怀疑态度,这次东西方合作再次审视了民主教育的理念和可能的手段。它考察了声音平等的原则,认为这对成熟的民主公民至关重要,并通过“个人经历的教育”的理念对此进行了扩展。这不是一个内省的问题,而是将注意力转向外部——转向我们使用的语言,他人被对待的方式,艺术作品和流行文化——以便更加批判性地觉醒,更充分地体验世界是如何暴露出来的。我们介绍了亚历克西斯·吉布斯和拉卡·波曼的论文,他们分别考虑了托克维尔对美国民主的思考和爱默生的文章《自力更生》。总之,这些文章有助于理解我们总是已经卷入权力结构的方式。它们提供了对政治主体性的重新定义。
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引用次数: 0
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