Böcker i Contemporary Philosophies and Theories in Education-serien

This book bridges the regions of East Asia and the West by offering a detailed and critical inquiry of educational concepts of the East Asian tradition. It provides educational thinkers and practitioners with alternative resources and perspectives for their educational thinking, to enrich their educational languages and to promote the recognition of educational thoughts from different cultures and traditions across a global world.The key notions of Confucian and Neo-Confucian philosophy directly concern the ideals, processes and challenges of learning, education and self-transformation, which can be seen as the western equivalences of liberal education, including the German concept of Bildung. All the topics in the book are of fundamental interest across diverse cultures, giving a voice to a set of long-lasting and yet differentiated cultural traditions of learning and education, and thereby creating a common space for critical philosophical reflection of one's own educational tradition and practice. The book is especially timely, given that the vocabularies in educational discourse today have been dominantly ¿West centred¿ for a long time, even while the whole world has become more and more diverse across races, religions and cultures. It offers a great opportunity to philosophers of education for their cross-cultural understanding and self-understanding of educational ideas and practices on both personal and institutional levels.

Despite this dearth of theoretical research, there is ample evidence of continued interest in (self-)formation through various East Asian practices, from martial arts to health and spiritual practices (e.g.

This book offers a variety of outlooks and perspectives on the constitutive values and formative norms of a society, reflected by discourses on ethical-political education. It also discusses conceptual and critical philosophical works combined with empirical studies.The book is divided into three parts: the first part describes contemporary youth¿s tangible experience of and reflections on ethical-political issues, while the second part explores the potential powers and pitfalls of educational philosophies, old and new. The third part highlights cutting edge issues within the humanities and social sciences, and examines the prospects of a fruitful rethinking of ethical-political education in response to today¿s pressing issues. By addressing current dilemmas with diligence and insight, the authors offer solid arguments for new theoretical and practical directions to promote philosophical clarification and advance research. Intended for students, teachers and researchers, the book provides fresh perspectives on the many facets of ethical-political education, and as such is a valuable contribution to educational research and debate.

Focusing on the experimental, rather than explorative, form of world-disclosure, this book proposes a general theory tackling key questions in the German tradition of educational philosophy and linking the discipline to that of science and technology studies.

This volume examines the interface between the teachings of art and the art of teaching, and asserts the centrality of aesthetics for rethinking education.

Three objectives can be distinguished for the sketches: a cartographic one (to map the discourse of learning but also the discursive and material arrangements of actual educational practices), a morphological one (to describe the educational forms of gathering) and a theoretical one (to bring educational issues into the discussion).

This book draws on five philosophers from the continental tradition - Theodor Adorno, Hannah Arendt, Gilles Deleuze, Jacques Derrida, and Jacques Ranciere - in order to "think about thinking" and offer new and surprising answers to the question: How can we educate students to think creatively and critically?

With the help of philosophical thinkers such as Arendt, Badiou and Agamben, the authors articulate a fully positive account of education that goes beyond the critical approach, which has become prevailing in much contemporary educational theory, and which testifies to a hate of the world and to a confusion of what politics and education are about.

This book is an argument for reflexivity in the act of teaching, which means to acknowledge that intention guides the act of teaching. Teaching therefore expresses both knowledge with reference to school subjects, and justice according to the distribution of this knowledge. The authors argue for teaching as the driver of education.

For proposal stage:1.      Introduction: Aporias of TranslationThe three main fields of study, education, literature, and philosophy, are introduced in relation to the notion aporias of translation. A brief history of each of the two basic concepts of the book, aporia and translation, is given. These histories provide the reader with the relevant previous research on the two concepts, and also stake out the paths that the studies in the book will follow in relation to aporias of translation. The introduction, moreover, outlines the way aporias of translation as a practice relates to education and pedagogy. Relevant research on education is addressed and accounted for. Important secondary literature on the main themes and fields of study is described and related to the argument of the book. The introduction concludes with short summaries of the seven chapters (including the Coda) which make up the main studies in the book. 2.      The Education of DeathThe chapter consists of an analysis of what the notion of an education of death, as suggested in Thomas Bernhard''s novel Gargoyles (Verst├╢rung), might entail. The primary texts of the chapter are, besides Bernhard''s novel, a passage from Hegel''s Phenomenology of Spirit (Ph├ñnomenologie des Geistes), and Jacques Derrida''s Aporias (Apories). The translations of the primary texts are addressed and problematized, in order to highlight the aporetic character of translation, and how the aporias of translation, further, relates to an education of death. Specifically, when it comes to the notion of aporia, the chapter provides an analysis of Derrida''s thinking concerning aporia and death, which have a direct bearing on the notion of an education of death. The chapter concludes with a return to Bernhard''s Gargoyles in light of the previous analysis of the education of death, and suggests that a possible education of death points beyond the instrumentalism of formal education toward a notion of experience and Bildung developed through the confrontation with death and aporia. 3.      Translation and Aporia in Censorship, Critique, and EducationThe main texts of this chapter are the censored chapter "At Tikhon" in Dostoevsky''s novel Demons, Derrida''s chapter "Vacant Chair: Censorship, Mastery, Magisteriality" in Eyes of the University: Rights to Philosophy 2, and Rodolph Gasch├⌐''s book The Honor of Thinking: Critique, Theory, Philosophy, especially the chapter on Heidegger''s notion of Auseinandersetzung  ("Toward an Ethics of Auseinandersetzung"). These three textual encounters set the stage for rethinking ethics in relation to education, critique, and censorship. The chapter begins with a reading of "At Tikhon," and the correlation between the Dostoevsky and his protagonist in Demons, Stavrogin, concerning censorship. The reading also broaches the relationship between education and censorship, more precisely a certain pedagogical movement discernable in Tikhon''s treatment of Stavrogin, which borders on censorship. The chapter continues with an analysis of Derrida''s deconstruction of censorship in Kant. As Derrida notes in "Vacant Chair," censorship is not limited to state sanctioned intellectual violence (Gewalt) as Kant would have it, but applies to any act to limit free expression. The chapter concludes by proposing an alternative way of doing critique which tries to address the inevitable censorship of any critique, but  in a manner that poses an ethical alternative in the form of Heidegger''s notion of Auseinadersetzung, proposed by Rodolph Gasch├⌐. In sum, the chapter poses the question if not translation, in fact, is a form of censorship. How, for example, can we come to terms with the gaps and omissions in the English translation of Demons? These absences, it is argued, are

This book re-conceptualizes teaching through an engagement with Jean-Paul Sartre's early existentialist thought. Against the grain of teacher accountability, it turns to the demanding account of being human in Sartre's thought, on the basis of which an alternative account of teaching can be developed. It builds upon Sartre's key concepts related to the self, freedom, bad faith, and the Other, such that they might open up original ways of thinking about the practices of teaching. Indeed, given the everyday complexities that characterize teaching, as well as the vulnerabilities and uncertainty that it so often involves, this book ultimately aims to create a space in which to reimagine forms of accounting that move from technicist ways of thinking to existential sensitivity in relation to one's practice as a teacher.