This is the editorial for the special issue ‘Diaspora beyond Nationalism’. It makes a case for the research focus of the issue, explaining that it grew out of a conference of the same title, held in September 2015. Debates about migrants in many Western countries have increasingly taken a contentious tone, and have propelled nationalist and far-right parties, putting pressure on governments to resist further arrivals as well as becoming more demanding of migrants and diaspora communities that already live in those countries. The West has a long history of migrant settlement and when this is coupled with global notions of human rights and the responsibility to protect, managing migration becomes increasingly complex. Academic engagement can unpack and contribute to the understanding of some of this complexity. This JOMEC Journal special issue seeks to make a timely intervention on the lived experiences of migrants and diaspora communities, the multifaceted roles they play, the identities they occupy, the cultural transformations they carve out and undergo, and the centrality of media representation and communications technology usage, to provide meaningful insight into these processes.
{"title":"Editorial: Diaspora Beyond Nationalism","authors":"Idil Osman","doi":"10.18573/J.2017.10137","DOIUrl":"https://doi.org/10.18573/J.2017.10137","url":null,"abstract":"This is the editorial for the special issue ‘Diaspora beyond Nationalism’. It makes a case for the research focus of the issue, explaining that it grew out of a conference of the same title, held in September 2015. Debates about migrants in many Western countries have increasingly taken a contentious tone, and have propelled nationalist and far-right parties, putting pressure on governments to resist further arrivals as well as becoming more demanding of migrants and diaspora communities that already live in those countries. The West has a long history of migrant settlement and when this is coupled with global notions of human rights and the responsibility to protect, managing migration becomes increasingly complex. Academic engagement can unpack and contribute to the understanding of some of this complexity. This JOMEC Journal special issue seeks to make a timely intervention on the lived experiences of migrants and diaspora communities, the multifaceted roles they play, the identities they occupy, the cultural transformations they carve out and undergo, and the centrality of media representation and communications technology usage, to provide meaningful insight into these processes.","PeriodicalId":87289,"journal":{"name":"JOMEC journal : journalism, media and cultural studies","volume":"1 1","pages":"1-3"},"PeriodicalIF":0.0,"publicationDate":"2017-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42046379","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}
In recent years, millions of refugees have migrated across the globe fleeing persecution, in search of better lives. Among these refugees are lesbian, gay, bisexual, transgender, and intersex (LGBTI) individuals who are escaping maltreatment for their sexual orientation. At the time of writing, there were 76 countries with laws imposing harsh sanctions against same sex intimacy, varying from fines, imprisonment, violence, and even death. Because of their unique situations, these refugees and asylum seekers are doubly marginalized as forced migrants and sexual minorities. This study investigates how LGBTI refugees, asylum seekers, and asylees navigate their identity through the interactions in the queer diaspora of San Francisco’s Castro District. Identity is produced and reproduced through social interaction. This study’s main goal was to investigate how social interactions, embedded in the lived experiences of LGBTI refugees/asylees post-asylum, created and shaped meaning specific to their identity. More specifically, the current study looked at social interactions using communication, mediated and interpersonal, to negotiate identity. A focused ethnography was conducted in the queer diaspora of San Francisco’s Castro neighborhood. Self-identifying gay males from the Middle East, who now reside in San Francisco’s Bay Area were interviewed and observed. In a post-asylum context, media were used to find other LGBTIs in the queer diaspora, however not used to build relationships. Interpersonal communication was utilized more in the queer diaspora to foster relationships, acculturate, and shape identity. Intersectionality, marginalization, and power come together to shape the identities of the LGBTI refugees/asylees.
{"title":"San Francisco's queer diaspora and the gay Middle Eastern refugee/asylee","authors":"N. Rodriguez","doi":"10.18573/J.2017.10138","DOIUrl":"https://doi.org/10.18573/J.2017.10138","url":null,"abstract":"In recent years, millions of refugees have migrated across the globe fleeing persecution, in search of better lives. Among these refugees are lesbian, gay, bisexual, transgender, and intersex (LGBTI) individuals who are escaping maltreatment for their sexual orientation. At the time of writing, there were 76 countries with laws imposing harsh sanctions against same sex intimacy, varying from fines, imprisonment, violence, and even death. Because of their unique situations, these refugees and asylum seekers are doubly marginalized as forced migrants and sexual minorities. This study investigates how LGBTI refugees, asylum seekers, and asylees navigate their identity through the interactions in the queer diaspora of San Francisco’s Castro District. Identity is produced and reproduced through social interaction. This study’s main goal was to investigate how social interactions, embedded in the lived experiences of LGBTI refugees/asylees post-asylum, created and shaped meaning specific to their identity. More specifically, the current study looked at social interactions using communication, mediated and interpersonal, to negotiate identity. A focused ethnography was conducted in the queer diaspora of San Francisco’s Castro neighborhood. Self-identifying gay males from the Middle East, who now reside in San Francisco’s Bay Area were interviewed and observed. In a post-asylum context, media were used to find other LGBTIs in the queer diaspora, however not used to build relationships. Interpersonal communication was utilized more in the queer diaspora to foster relationships, acculturate, and shape identity. Intersectionality, marginalization, and power come together to shape the identities of the LGBTI refugees/asylees.","PeriodicalId":87289,"journal":{"name":"JOMEC journal : journalism, media and cultural studies","volume":"1 1","pages":"111-126"},"PeriodicalIF":0.0,"publicationDate":"2017-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48996491","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}
The piece approaches the problem of the political content of books by way of an analogy. It suggests that we see books as teachers. We should consider them as similar to the human beings who have taught us the most in life. Those teachers will offer many good things, but given that fine teachers are almost always strong and idiosyncratic personalities, they will offer us some lessons that are less than edifying. We shouldn’t throw them out for that. We should sift their lessons and learn from their best. As the Band sings it: You take what you need and you leave the rest.
{"title":"Teaching and the Ethics of Literature","authors":"M. Edmundson","doi":"10.18573/J.2016.10084","DOIUrl":"https://doi.org/10.18573/J.2016.10084","url":null,"abstract":"The piece approaches the problem of the political content of books by way of an analogy. It suggests that we see books as teachers. We should consider them as similar to the human beings who have taught us the most in life. Those teachers will offer many good things, but given that fine teachers are almost always strong and idiosyncratic personalities, they will offer us some lessons that are less than edifying. We shouldn’t throw them out for that. We should sift their lessons and learn from their best. As the Band sings it: You take what you need and you leave the rest.","PeriodicalId":87289,"journal":{"name":"JOMEC journal : journalism, media and cultural studies","volume":"1 1","pages":"40-43"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67513496","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}
If Slavoj Ž i ž ek belongs to a rather later generation of thinkers influenced by French philosophy, his allegiance to a Lacanian conceptual framework both aligns him and distinguishes him from the lineage of Derrida, Foucault, Deleuze etc. In this sense, the significance of Lacan’s thought for education is still to be properly considered and its contemporary articulation in the work of Ž i ž ek seems a good place to register this understanding and analysis. What marks out Ž i ž ek ’s work and the relation to the Former Yugoslavia is the way in which the internal dialogue of Marxism evolves in a very particular way in the latter context, with an allegiance emerging between Marx, Lacan and a radical form of psychoanalysis. In this essay, I foreground how Ž i ž ek ’s work polemically takes us away from a (utopian and all-too-easy) resolution to the contradictions of contemporary society, politics and education. Rather, in society as in the educational sphere, a Ž i ž ek ian and (Lacanian) psychoanalytical critique of ideology is one where a certain ‘deadlock’ must be borne, both at the level of subject and at the societal level. This emphasis on the recalcitrance of ideology and a certain irreducibility of alienation, both societal and pedagogical, would be at least one of the lessons we might take from Ž i ž ek ’s recent work and the wider discourse of the Ljubljana School of Psychoanalysis.
{"title":"Beyond Naïve Leftist Philosophy in Education – On Žižek’s Lacanian Politics and Pedagogy","authors":"J. Irwin","doi":"10.18573/J.2016.10087","DOIUrl":"https://doi.org/10.18573/J.2016.10087","url":null,"abstract":"If Slavoj Ž i ž ek belongs to a rather later generation of thinkers influenced by French philosophy, his allegiance to a Lacanian conceptual framework both aligns him and distinguishes him from the lineage of Derrida, Foucault, Deleuze etc. In this sense, the significance of Lacan’s thought for education is still to be properly considered and its contemporary articulation in the work of Ž i ž ek seems a good place to register this understanding and analysis. What marks out Ž i ž ek ’s work and the relation to the Former Yugoslavia is the way in which the internal dialogue of Marxism evolves in a very particular way in the latter context, with an allegiance emerging between Marx, Lacan and a radical form of psychoanalysis. In this essay, I foreground how Ž i ž ek ’s work polemically takes us away from a (utopian and all-too-easy) resolution to the contradictions of contemporary society, politics and education. Rather, in society as in the educational sphere, a Ž i ž ek ian and (Lacanian) psychoanalytical critique of ideology is one where a certain ‘deadlock’ must be borne, both at the level of subject and at the societal level. This emphasis on the recalcitrance of ideology and a certain irreducibility of alienation, both societal and pedagogical, would be at least one of the lessons we might take from Ž i ž ek ’s recent work and the wider discourse of the Ljubljana School of Psychoanalysis.","PeriodicalId":87289,"journal":{"name":"JOMEC journal : journalism, media and cultural studies","volume":"1 1","pages":"66-74"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67513561","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}
In the context of a third-level liberal arts education, this article interrogates the idea and practice of ‘reading’. Questioning what might be at stake more publicly in this most private of acts, I am interested particularly in how certain conceptualizations of reading inhibit the pedagogical moment in its essential unpredictability. When we refer to reading as a process of ‘comprehension’, ‘absorption’ or ‘appropriation’, I argue, there is a real danger that we obstruct or close down the horizon of textual experience. In development of this argument, I draw on the philosophy of Stanley Cavell. I focus particularly on Cavell's reading of King Lear, arguing that the philosopher's engagement with the Shakespearean text is interestingly at odds with the model of ‘active criticism’ so beloved and encouraged by departments of English Literature. As it forgoes typical educational emphases on the known and the fully certain, this Cavellian engagement aligns in interesting and important ways with the weak pedagogy of Derrida and Caputo. I conclude that this Cavellian mode of reading creates an enlightened space for teaching as event.
{"title":"Stanley Cavell, Shakespeare and ‘The Event’ of Reading","authors":"Áine Mahon","doi":"10.18573/J.2016.10085","DOIUrl":"https://doi.org/10.18573/J.2016.10085","url":null,"abstract":"In the context of a third-level liberal arts education, this article interrogates the idea and practice of ‘reading’. Questioning what might be at stake more publicly in this most private of acts, I am interested particularly in how certain conceptualizations of reading inhibit the pedagogical moment in its essential unpredictability. When we refer to reading as a process of ‘comprehension’, ‘absorption’ or ‘appropriation’, I argue, there is a real danger that we obstruct or close down the horizon of textual experience. In development of this argument, I draw on the philosophy of Stanley Cavell. I focus particularly on Cavell's reading of King Lear, arguing that the philosopher's engagement with the Shakespearean text is interestingly at odds with the model of ‘active criticism’ so beloved and encouraged by departments of English Literature. As it forgoes typical educational emphases on the known and the fully certain, this Cavellian engagement aligns in interesting and important ways with the weak pedagogy of Derrida and Caputo. I conclude that this Cavellian mode of reading creates an enlightened space for teaching as event.","PeriodicalId":87289,"journal":{"name":"JOMEC journal : journalism, media and cultural studies","volume":"1 1","pages":"43-52"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67513507","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}
What do we mean when we talk about events? Can we even (really) say we know what an ‘event’ is? To begin thinking about teaching in terms of the event is to begin thinking about all of those things that happen in our classrooms that we don’t and can’t control. Thinking the event means thinking about the unthinkable, the unforeseeable and ultimately the unknowable. It is about letting go of a concept – almost impossible to relinquish – that teaching and learning are transparent entities: understandable, limitable, predictable, something we can and do know about. Thinking about the event is thinking about what actually happens, not what we think should or ought to happen in our classrooms.
{"title":"Event, Weak Pedagogy, and Shattered Love in John Williams' Stoner","authors":"Éamonn Dunne","doi":"10.18573/J.2016.10088","DOIUrl":"https://doi.org/10.18573/J.2016.10088","url":null,"abstract":"What do we mean when we talk about events? Can we even (really) say we know what an ‘event’ is? To begin thinking about teaching in terms of the event is to begin thinking about all of those things that happen in our classrooms that we don’t and can’t control. Thinking the event means thinking about the unthinkable, the unforeseeable and ultimately the unknowable. It is about letting go of a concept – almost impossible to relinquish – that teaching and learning are transparent entities: understandable, limitable, predictable, something we can and do know about. Thinking about the event is thinking about what actually happens, not what we think should or ought to happen in our classrooms.","PeriodicalId":87289,"journal":{"name":"JOMEC journal : journalism, media and cultural studies","volume":"1 1","pages":"75-83"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67513603","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}
This paper attempts a consideration of some aspects of what has become known as the ‘philosophy of event’ as they apply to educational theory and specifically to the educational question of how individuals as subjects can undergo transformation, understood as change that brings forth something new. The centrality of this question is based in the idea that education does not have any meaning or potency without an understanding of how thought, opinions, dispositions and behaviour can be and are changed in educational engagements with knowledge, the world and with other human subjects. Equally important, and therefore also considered briefly here, is the question of the agency of the subjectivity of the individual and whether external social, cultural and historical forces provide a complete frame in order to explain the educational subject. In other words, questions are raised as to whether education can bring about change and if so whether individuals in their subjectivity have any control over this.
{"title":"Anticipating the Educational Encounter as Event","authors":"Aidan Seery","doi":"10.18573/J.2016.10086","DOIUrl":"https://doi.org/10.18573/J.2016.10086","url":null,"abstract":"This paper attempts a consideration of some aspects of what has become known as the ‘philosophy of event’ as they apply to educational theory and specifically to the educational question of how individuals as subjects can undergo transformation, understood as change that brings forth something new. The centrality of this question is based in the idea that education does not have any meaning or potency without an understanding of how thought, opinions, dispositions and behaviour can be and are changed in educational engagements with knowledge, the world and with other human subjects. Equally important, and therefore also considered briefly here, is the question of the agency of the subjectivity of the individual and whether external social, cultural and historical forces provide a complete frame in order to explain the educational subject. In other words, questions are raised as to whether education can bring about change and if so whether individuals in their subjectivity have any control over this.","PeriodicalId":87289,"journal":{"name":"JOMEC journal : journalism, media and cultural studies","volume":"1 1","pages":"54-65"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67513551","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}
All of us, whether we know it or not, are immersed in the question of what it means to have an educational experience, a moment of learning or unlearning. This issue gathers together a collection of essays (and an interview) from some of the finest critics in education, philosophy, literature and cultural studies in order to make sense of that very question. Readers will find here the voices of students and teachers alike on what has made these educational “events” salient and salutary. From Badiou to Zizek, Shakespeare to The Grand Hotel Budapest , each essay is itself a unique response to the question of what constitutes a learning event: an example as well as a sample. In this age of corporate models and top-down educational administrations, where bottom lines, learning agendas, strategies and outcomes have become the norm, we need such critical voices to stand up for a concept of education without outcome, without agenda; for an education, that is, to come.
{"title":"Editorial: Teaching and the Event","authors":"Éamonn Dunne","doi":"10.18573/J.2016.10081","DOIUrl":"https://doi.org/10.18573/J.2016.10081","url":null,"abstract":"All of us, whether we know it or not, are immersed in the question of what it means to have an educational experience, a moment of learning or unlearning. This issue gathers together a collection of essays (and an interview) from some of the finest critics in education, philosophy, literature and cultural studies in order to make sense of that very question. Readers will find here the voices of students and teachers alike on what has made these educational “events” salient and salutary. From Badiou to Zizek, Shakespeare to The Grand Hotel Budapest , each essay is itself a unique response to the question of what constitutes a learning event: an example as well as a sample. In this age of corporate models and top-down educational administrations, where bottom lines, learning agendas, strategies and outcomes have become the norm, we need such critical voices to stand up for a concept of education without outcome, without agenda; for an education, that is, to come.","PeriodicalId":87289,"journal":{"name":"JOMEC journal : journalism, media and cultural studies","volume":"1 1","pages":"1-4"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67513938","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}
How can one teach what one does not know? Most film depictions of teaching follow a satisfying (and it would seem endlessly entertaining) Aristotelian dramatic structure. But what if the teacher does not know what she is summoned to teach? And what if there were a theory of pedagogy that celebrated a teacher's ignorance rather than her authority (power, position, privilege, pre-established role) or expertise (knowledge, experience, judgment)? How or why, in Jacques Ranciere’s parlance, an ‘ignorant schoolmaster’ may have a talent for teaching – that is, an efficacy and influence on student learning that trumps antecedent knowledge – becomes a locus of inquiry in these pages. Several of Wes Anderson’s films can be said to include an ignorant schoolmaster, or ‘New Master’. Arguably, The Grand Budapest Hotel (2014) features the highest achievement of expression of the ignorant schoolmaster in Anderson’s work: M. Gustave teaches without knowing, teaches inadvertently as he learns what needs to be taught. By way of contrast – that is, as a way of illuminating M. Gustave’s representative qualities as an ignorant schoolmaster – I will also consider the character of the professional, authoritative, and knowledgeable preparatory school teacher, or 'Old Master', William Hundert in The Emperor's Club (2002).
{"title":"Teaching without explication: pedagogical lessons from Rancière's The Ignorant Schoolmaster in The Grand Budapest Hotel and The Emperor's Club","authors":"David LaRocca","doi":"10.18573/J.2016.10089","DOIUrl":"https://doi.org/10.18573/J.2016.10089","url":null,"abstract":"How can one teach what one does not know? Most film depictions of teaching follow a satisfying (and it would seem endlessly entertaining) Aristotelian dramatic structure. But what if the teacher does not know what she is summoned to teach? And what if there were a theory of pedagogy that celebrated a teacher's ignorance rather than her authority (power, position, privilege, pre-established role) or expertise (knowledge, experience, judgment)? How or why, in Jacques Ranciere’s parlance, an ‘ignorant schoolmaster’ may have a talent for teaching – that is, an efficacy and influence on student learning that trumps antecedent knowledge – becomes a locus of inquiry in these pages. Several of Wes Anderson’s films can be said to include an ignorant schoolmaster, or ‘New Master’. Arguably, The Grand Budapest Hotel (2014) features the highest achievement of expression of the ignorant schoolmaster in Anderson’s work: M. Gustave teaches without knowing, teaches inadvertently as he learns what needs to be taught. By way of contrast – that is, as a way of illuminating M. Gustave’s representative qualities as an ignorant schoolmaster – I will also consider the character of the professional, authoritative, and knowledgeable preparatory school teacher, or 'Old Master', William Hundert in The Emperor's Club (2002).","PeriodicalId":87289,"journal":{"name":"JOMEC journal : journalism, media and cultural studies","volume":"1 1","pages":"84-98"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67513622","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}
This interview with John D. Caputo conducted by T. Wilson Dickinson discusses the implications of the event for the philosophy of education. It addresses various aporias the event poses for academic standards, protocols of writing, teaching as formation or transformation, the post-secular, the new technologies, the old versus the new asceticism in the face of the environmental crisis.
威尔逊·狄金森(T. Wilson Dickinson)对约翰·d·卡普托(John D. Caputo)的采访讨论了这一事件对教育哲学的影响。它解决了事件对学术标准，写作协议，形成或转变的教学，后世俗，新技术，面对环境危机的旧与新禁欲主义所带来的各种问题。
{"title":"Education as Event: A Conversation with John D. Caputo","authors":"J. Caputo","doi":"10.18573/J.2016.10082","DOIUrl":"https://doi.org/10.18573/J.2016.10082","url":null,"abstract":"This interview with John D. Caputo conducted by T. Wilson Dickinson discusses the implications of the event for the philosophy of education. It addresses various aporias the event poses for academic standards, protocols of writing, teaching as formation or transformation, the post-secular, the new technologies, the old versus the new asceticism in the face of the environmental crisis.","PeriodicalId":87289,"journal":{"name":"JOMEC journal : journalism, media and cultural studies","volume":"1 1","pages":"5-26"},"PeriodicalIF":0.0,"publicationDate":"2016-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67513950","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}
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