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The global relevance of Tagore’s cosmopolitan educational philosophy for social justice in a post-Westphalian world 泰戈尔的世界主义教育哲学对后威斯特伐利亚世界社会正义的全球意义
IF 1 4区 教育学 Q1 Arts and Humanities Pub Date : 2023-08-24 DOI: 10.1093/jopedu/qhad051
Sunil Banga
This article suggests that Tagore’s conception of cosmopolitan education may provide the basis for progressing matters of global social justice, when considering the problem posed by Nancy Fraser in her essay ‘Reframing justice in a globalizing world’ - “How can we integrate struggles against maldistribution, misrecognition and misrepresentation within a post-Westphalian frame?”. Fraser’s notion of reframing matters of justice for a post-Westphalian world is employed as the context within which Tagore’s educational philosophy is considered in order to progress international social justice. Towards this end, the article briefly reflects on the cosmopolitanism perspective, setting the scene for an exploration of Tagore’s educational philosophy, in particular his distinctive conception of cosmopolitanism. The article develops the argument that framing pedagogy centred on Tagore’s principles of cosmopolitan education to produce cosmopolitan-minded citizens can help bring about social, political and economic change at local, national and international level, in order to integrate the three-dimensional struggle for social justice as outlined by Fraser. The article concludes by suggesting what can be done at the institution and curriculum level to help foster the cosmopolitan attitude.
本文认为,泰戈尔的世界主义教育概念可以为全球社会正义的进步提供基础,当考虑到南希·弗雷泽在她的文章“在全球化的世界中重建正义”中提出的问题时——“我们如何在后威斯特伐利亚框架内整合反对分配不公、误解和歪曲的斗争?”弗雷泽为后威斯特伐利亚世界重新构建正义问题的概念被用作泰戈尔教育哲学的背景,以促进国际社会正义。为此,本文从世界主义的角度对泰戈尔的教育哲学进行了简要的反思,为泰戈尔独特的世界主义教育理念的探索奠定了基础。这篇文章发展了一个论点,即以泰戈尔的世界主义教育原则为中心的框架教学法,以培养具有世界主义思想的公民,可以帮助在地方、国家和国际层面带来社会、政治和经济变革,以便整合弗雷泽概述的社会正义的三维斗争。文章最后提出了在制度和课程层面可以做些什么来帮助培养世界主义态度。
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引用次数: 0
Decolonising Higher Education: The University in the New Age of Empire 高等教育去殖民化:帝国新时代的大学
IF 1 4区 教育学 Q1 Arts and Humanities Pub Date : 2023-08-24 DOI: 10.1093/jopedu/qhad052
P. Enslin, Nicki Hedge
Campaigns to decolonize higher education have focused mainly on decolonizing the curriculum. Although the cultural features of colonialism and its material imperatives and damage were both modes of colonial domination and exploitation, more attention has been paid to the former in recent debates about education, and it tends to dominate arguments about and characterizations of decolonization in higher education, by making knowledge and the curriculum the central focus. We argue the need to attend not only to the cultural consequences of imperialism and the damage to the self so thoroughly emphasized in postcolonial and decolonial theory, but also to the material implications of colonialism and the evolution of Empire, which has persisted in new forms since formal decolonization. Decolonizing higher education and its institutions must also address new forms of Empire which have colonized the university. We argue that unless the material aspects of colonization and decolonization are adequately addressed, the university will not be substantively decolonized. Indeed, so strong is the influence of late capitalism in the form of neoliberalism on the contemporary university that its modes of practice are likely to foster superficial strategies to ‘decolonize’ the curriculum instead of addressing how capitalist structures and practices sustain current forms of coloniality. We discuss how neoliberalism, exemplified in the use of global rankings, shapes the contemporary university in today’s new age of Empire and we defend an approach to decolonizing that widens the focus of current debates beyond decolonization of the curriculum, to which we give qualified support.
高等教育非殖民化运动主要集中在课程非殖民化上。尽管殖民主义的文化特征及其物质需求和破坏都是殖民统治和剥削的模式,但在最近关于教育的辩论中,人们更多地关注前者,它往往通过将知识和课程作为中心焦点,主导高等教育中关于非殖民化的争论和特征。我们认为,不仅需要关注帝国主义的文化后果和后殖民和非殖民化理论中如此彻底强调的对自我的损害,还需要关注殖民主义的物质影响和帝国的演变,自正式非殖民化以来,帝国一直以新的形式存在。高等教育及其机构的非殖民化也必须解决殖民大学的新帝国形式。我们认为,除非殖民化和非殖民化的物质方面得到充分解决,否则大学将不会实质性地非殖民化。事实上,新自由主义形式的晚期资本主义对当代大学的影响如此之大,以至于其实践模式可能会助长课程“非殖民化”的肤浅策略,而不是解决资本主义结构和实践如何维持当前形式的殖民主义。我们讨论了以全球排名为例的新自由主义如何在当今帝国的新时代塑造当代大学,我们为一种非殖民化的方法辩护,这种方法将当前辩论的焦点扩大到课程的非殖民化之外,我们对此给予了有条件的支持。
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引用次数: 0
Tolstoy on the injustice of the philosophy of education 托尔斯泰论不公的教育哲学
IF 1 4区 教育学 Q1 Arts and Humanities Pub Date : 2023-08-04 DOI: 10.1093/jopedu/qhad042
Daniel Moulin-Stożek
Tolstoy had a life-long interest in education and philosophy. However, he was suspicious of using philosophy as a foundation for educational practice or applying philosophy to the educational problems of his day, most importantly, the development of an education system in Russia around the time of the emancipation of the serfs. Tolstoy’s rejection of the philosophy of education arose from his concerns about what would be identified in contemporary terminology as ‘epistemic injustice’ or ‘epistemicide’. How could European philosophy inform a curriculum and pedagogy for the Russian peasantry when the peasants’ own forms of knowledge were more valuable to their ways of life? Tolstoy sought to answer this question by engaging with children in peasant schools. This experience informed the development of his own worldview, articulated in the latter years of his life – a vision of uniting the insights of indigenous peoples from various times and places to inform what he considered to be the pursuit of authentic knowledge. This article considers Tolstoy’s apparent rejection of the philosophy of education, exploring how this seemingly bombastic position led to the evolution of an innovative meta-philosophy that offers some contribution to thinking about contemporary educational problems.
托尔斯泰一生都对教育和哲学感兴趣。然而,他对将哲学作为教育实践的基础或将哲学应用于他那个时代的教育问题持怀疑态度,最重要的是,对农奴解放前后俄罗斯教育体系的发展持怀疑态度。托尔斯泰对教育哲学的拒绝源于他对当代术语中“认识不公正”或“认识杀害”的担忧。当农民自己的知识形式对他们的生活方式更有价值时,欧洲哲学如何为俄罗斯农民提供课程和教育?托尔斯泰试图通过与农民学校的孩子们接触来回答这个问题。这段经历为他自己世界观的发展提供了信息,他在晚年阐述了这一观点,即将来自不同时代和地方的土著人民的见解结合起来,为他所认为的对真实知识的追求提供信息。本文考虑了托尔斯泰对教育哲学的明显拒绝,探讨了这种看似夸夸其谈的立场是如何导致一种创新的元哲学的演变的,这种哲学为思考当代教育问题提供了一些贡献。
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引用次数: 0
Rancière, music, and the musicality of teaching 音乐,以及教学的音乐性
IF 1 4区 教育学 Q1 Arts and Humanities Pub Date : 2023-08-03 DOI: 10.1093/jopedu/qhad043
Johannes Rytzler
While the aesthetics of Rancière is a well explored topic, there has been something missing from the reception of his works, and that is the relation between Rancière’s aesthetics and music. However, in recent years an interest in this relation has resulted in several academic contributions, which is sign enough that there is in fact a musical element in his works. Rancière himself, in response to this reception, has acknowledged as much. Music is a human form of expression that uses the physicality of air to produce vibrations that encounter and resonate with the human body. Musicality is the ability to attend to such vibrations and harness the expectations and surprises that they bring about. In this article, I explore how a musical approach to Rancière’s writings can inform educational philosophy, especially as regards the practice of teaching. Particular attention is paid to his notion of the sensorium as a sensible realm where we experience and encounter difference and otherness, in political events as well as in teaching situations. Attending ethically to these situations is predicated on a certain sensibility that involves certain aesthetic qualities. In this article, I explore this sensibility as a particular educational musicality. Drawing from educational philosophy, the aesthetic theory of Jacques Rancière, and music philosophy, I connect this musicality of teaching to an ability to navigate in an ethical space that comes to life through a material/sensible community of interests formed in teaching practice. I use the term acousmatic experience as an explorative device in an attempt to depict teaching practice as something that can bring about a specific educational sensorium.
尽管兰齐埃的美学是一个探索得很好的话题,但他的作品在接受方面却缺少了一些东西,那就是兰齐埃美学与音乐之间的关系。然而,近年来,人们对这种关系的兴趣已经产生了一些学术贡献,这足以表明他的作品中确实有音乐元素。兰齐埃本人也承认了这一点。音乐是一种人类的表达形式,它利用空气的物理性来产生与人体相遇并产生共鸣的振动。音乐性是关注这种振动并利用它们带来的期望和惊喜的能力。在这篇文章中,我探讨了如何以音乐的方式对待兰齐埃的作品,从而为教育哲学提供信息,尤其是在教学实践方面。他特别关注的是,在政治事件和教学环境中,感官是一个感知的领域,我们在这里体验和遇到差异和另类。在道德上关注这些情况是基于某种情感,这种情感涉及某些审美品质。在这篇文章中,我探讨了这种情感作为一种特殊的教育音乐性。从教育哲学、雅克·兰齐埃的美学理论和音乐哲学中,我将教学的这种音乐性与在道德空间中导航的能力联系起来,这种道德空间是通过教学实践中形成的物质/理智的利益共同体而生活的。我用听觉体验这个术语作为一种探索性的手段,试图将教学实践描述为能够带来特定教育感受的东西。
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引用次数: 0
Care ethics, needs recognition, and educational encounters 关怀伦理、需求认可和教育相遇
IF 1 4区 教育学 Q1 Arts and Humanities Pub Date : 2023-07-05 DOI: 10.1093/jopedu/qhad040
P. Bennett
Care ethics takes as central the discerning of needs in those being cared for and attempts to meet those needs. Perceptive caring agents are more likely to be able to identify needs in those for whom they are caring. The identification of needs is no small matter, not least in teaching encounters. This paper modestly proposes that at least some of the needs a caring agent should attempt to meet are a function of the identity of the patient of caring action. Taking Nel Noddings’ account of care ethics as representative, I shall present it in outline. This leads to the needs-identification problematic. Following this I turn to Soran Reader’s account of needs. I interpret this to offer what I designate as identity as ‘what-ness’. Such an understanding of identity-based needs is a starting point for the caring agent but a more nuanced account, of identity as ‘who-ness’, will be argued to be preferable. Identity as ‘who-ness’, drawing on Paul Ricoeur’s work, moves the discussion along a great deal, culminating as it does in his concept of the ‘capable human being’. Having brought this aspect of Ricoeur’s thought into conversation with care ethics, I offer an account of identity-based needs conducive to the broader aims of the care ethical project. Finally, I consider what this bolstered account of care ethics might say about a brief and illustrative teaching encounter.
护理伦理学以辨别被照顾者的需求并努力满足这些需求为中心。有感知力的关怀者更有可能识别他们所关心的人的需求。需求的识别不是一件小事,尤其是在教学中。本文谦虚地提出,至少一些需要的关怀代理人应该试图满足是一个功能的身份的关怀行动的病人。以奈尔·诺丁斯对护理伦理的论述为代表,我将对其进行概述。这就导致了需求识别问题。接下来,我转向Soran Reader对需求的描述。我将此解释为提供我所指定的身份作为“什么”。这种对基于身份的需求的理解是关怀代理的起点,但更细致入微的描述,即“谁”的身份,将被认为是更可取的。Paul Ricoeur的作品将身份定义为“谁”,将讨论向前推进了很多,并在他的“有能力的人”概念中达到了高潮。在将Ricoeur思想的这一方面与护理伦理对话之后,我提供了一种有助于护理伦理项目更广泛目标的基于身份的需求的描述。最后,我考虑了这个关于护理伦理的支持说明了一个简短而说明性的教学遭遇。
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引用次数: 0
Friendship, markets and companionate robots for children 友谊、市场和陪伴儿童的机器人
IF 1 4区 教育学 Q1 Arts and Humanities Pub Date : 2023-07-03 DOI: 10.1093/jopedu/qhad039
Mary Healy
The aim of this article is to examine how markets enable companionship to be disconnected from the concept of friendship thus enabling an illusion of companionship without the demands of friendship. As friendship is a crucial early relationship for children, this is particularly germane to the world of education. It recognises the previous lack of philosophical attention to the idea of companionship—a key factor in friendship—and that this omission contributes to a lack of clarity on a variety of issues. Starting with a brief outline of companion friendship, the article examines the idea of the ‘intimate work’ of friendship within the market domain by considering three illustrative examples: first, rent-a-friend; secondly paid companionship; ending with companionate robots for children. It then concludes by contending that this is an important issue for children and their development and thus for education.
本文的目的是研究市场如何使友谊与友谊的概念脱节,从而产生一种没有友谊要求的友谊幻觉。由于友谊对孩子们来说是一种至关重要的早期关系,这与教育世界尤其密切。它承认,以前对友谊这一友谊的关键因素缺乏哲学上的关注,而这一遗漏导致了对各种问题缺乏明确性。本文从伴侣友谊的简要概述开始,通过三个例证来考察市场领域内友谊“亲密工作”的概念:第一,租朋友;其次是有偿陪伴;以友好的儿童机器人结束。然后,报告最后指出,这对儿童及其发展以及教育来说都是一个重要问题。
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引用次数: 0
The epistemologies of the South and the future of the university 南方的认识论和大学的未来
IF 1 4区 教育学 Q1 Arts and Humanities Pub Date : 2023-06-23 DOI: 10.1093/jopedu/qhad038
B. Santos
Even though the university has the potential to help humanity in what amounts to a paradigmatic transition, it has been very restrictive and very selective in the kinds of knowledges it validates. In fact, the kinds of knowledges in which it has excelled are those most responsible for the paradigmatic crisis in which humanity finds itself. In a nutshell, the paradigmatic change calls for cognitive justice, justice for the different ways of knowing that circulate in society. Cognitive justice is the polar opposite of ‘anything goes’. The assumption is that there is no global social justice without global cognitive justice, justice among knowledges. Looking back, while privileging one specific kind of knowledge and, indeed, granting it a cognitive monopoly, the university has been the privileged site for producing and legitimating cognitive injustice. As a result, the immense epistemic diversity of the world has been ignored or suppressed. In the following, I will identify the problem and the promise for overcoming it.
尽管这所大学有潜力帮助人类实现范式转变,但它在验证的知识种类上一直非常严格和选择性。事实上,它所擅长的知识是对人类所处的典型危机负有最大责任的。简言之,范式的变化要求认知的公正,对社会中流传的不同认识方式的公正。认知正义与“一切顺利”截然相反。假设没有全球认知正义,即知识之间的正义,就没有全球社会正义。回过头来看,在赋予一种特定知识特权,事实上,赋予其认知垄断的同时,大学一直是产生认知不公正并使其合法化的特权场所。因此,世界巨大的认识多样性被忽视或压制了。在下文中,我将确定这个问题以及克服它的承诺。
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引用次数: 0
Plato’s Legacy: Alive and Well 柏拉图的遗产:活得好
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-06-01 DOI: 10.1093/jopedu/qhad047
Mark E Jonas, Yoshiaki Nakazawa
Abstract In this essay, we outline the central thesis of our recent book: A Platonic Theory of Moral Education: Cultivating Virtue in Contemporary Democratic Classrooms. We argue that the ethical, epistemological, political, and metaphysical doctrines typically attributed to Plato are not doctrines Plato holds, or at least are not doctrines that he holds in the way he is interpreted to have done. We claim that if we understand Plato’s relationship to these supposed doctrines better, we would discover that Plato’s views are not wildly implausible or ill-suited for contemporary democracies and the schooling they provide for their children. Rather, they are plausible and well-suited to contemporary democratic education. This essay briefly outlines some of our reasons for holding this position.
在这篇文章中,我们概述了我们新书的中心论点:柏拉图式的道德教育理论:在当代民主课堂中培养美德。我们认为,柏拉图的伦理,认识论,政治和形而上学的教义,并不是柏拉图所持有的教义,或者至少不是他所持有的那种被解释为他所做过的教义。我们认为,如果我们更好地理解柏拉图与这些假想的学说之间的关系,我们就会发现柏拉图的观点并非完全不可信或不适合当代民主国家及其为子女提供的教育。相反,它们是可信的,非常适合当代民主教育。这篇文章简要概述了我们持有这一立场的一些原因。
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引用次数: 0
Reevaluating Plato’s Legacy to Education: An Introduction to the Suite 重新评价柏拉图对教育的遗产:套件导论
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-06-01 DOI: 10.1093/jopedu/qhad044
Douglas W Yacek
Abstract Plato scholarship in education is currently experiencing a marked renaissance. In the last half decade, dozens of articles have been published in the journals of philosophy of education that engage with Plato’s educational vision, and several book-length treatments have appeared at major publishing houses alongside these articles. From one perspective, this development might seem surprising, even baffling. Plato, as we hear from countless, seemingly reliable sources, is a metaphysician par excellence. He believes in a dubious realm of forms that somehow stands above or behind the things we see in the world. He claims that all learning is ultimately recollection from a time in which our soul resided in this realm, before it was infused into our bodies at birth. He is a trenchant critic of democracy. Given these credentials, it would seem that Plato has very little to say to us in post-metaphysical democratic societies and especially to teachers who hope to have a bit more success than Socrates. And yet the authors of the aforementioned works on Plato argue the very opposite. Plato is an indispensable conversation partner for contemporary educational philosophy and theory, they maintain, and overlooking his insights would seriously impoverish our conceptions and methods of education. This suite of papers aims to provide a helpful overview of the contemporary debate concerning Plato’s educational legacy and show that it provides important guidance for educators today.
柏拉图教育研究目前正经历着一场显著的复兴。在过去的五年里,教育哲学期刊上发表了数十篇涉及柏拉图教育愿景的文章,在这些文章的同时,主要出版社还出版了几本书长的论著。从某种角度来看,这种发展似乎令人惊讶,甚至令人困惑。我们从无数看似可靠的资料中得知,柏拉图是一位出类拔萃的形而上学家。他相信在某种程度上存在于我们在世界上看到的事物之上或背后的可疑的形式领域。他声称,所有的学习最终都是对我们的灵魂在出生时被注入我们身体之前居住在这个领域的时间的回忆。他是民主的尖锐批评者。鉴于这些凭据,柏拉图似乎对后形而上学民主社会的我们,尤其是对那些希望比苏格拉底更成功的教师,没什么可说的了。然而,上述关于柏拉图的著作的作者们却持相反的观点。他们认为,柏拉图是当代教育哲学和教育理论不可或缺的对话伙伴,忽视他的见解将严重削弱我们的教育观念和教育方法。这一套论文的目的是提供一个有益的概述有关柏拉图的教育遗产当代辩论,并表明它提供了重要的指导,今天的教育家。
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引用次数: 0
Rethinking philosophy for children: Agamben and education as pure means 重新思考儿童哲学:阿甘本和教育作为纯粹的手段
4区 教育学 Q1 Arts and Humanities Pub Date : 2023-06-01 DOI: 10.1093/jopedu/qhad041
Claire Cassidy
Journal Article Corrected proof Rethinking philosophy for children: Agamben and education as pure means Get access T. E. Lewis and I. JasinskiLondon: Bloomsbury, 2022, 156pp, Hardback: £85.50 Paperback: £26.09 ISBN 978-1-350-13357-0 (hardcover) Claire Cassidy Claire Cassidy Strathclyde Institute of Education, Lord Hope Building, St James Road, Glasgow G4 0LT, Scotland Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, qhad041, https://doi.org/10.1093/jopedu/qhad041 Published: 03 August 2023 Article history Published: 03 August 2023 Corrected and typeset: 20 September 2023
期刊文章更正证明重新思考儿童哲学:阿甘本和教育作为纯粹的手段获取T. E. Lewis和I. jasinskildon: Bloomsbury, 2022, 156页,精装:85.50英镑平装:26.09英镑ISBN 978-1-350-13357-0(精装)Claire Cassidy Claire Cassidy Strathclyde教育研究所,Lord Hope Building, St James Road, Glasgow g40lt, Scotland搜索作者的其他作品:牛津学术谷歌学者教育哲学杂志,qhad041, https://doi.org/10.1093/jopedu/qhad041出版日期:2023年8月3日文章历史出版日期:2023年8月3日校正和排版:2023年9月20日
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引用次数: 0
期刊
JOURNAL OF PHILOSOPHY OF EDUCATION
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