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1.
Jürgen Habermas argues that principles of justice should be decided through rational agreement as opposed to force or coercion. Christopher Martin argues in this essay that the success of such a project presupposes sufficiently developed capacities for discursive agency equally distributed within a diverse public sphere. This epistemic presupposition is not explicitly recognized in Habermas's current formulation of his theory and as such the theory implicitly excludes the interest that future citizens have in the development of their own capacities for competent deliberative engagement. Martin argues that this omission is serious enough that Habermas's principle of universalization (U) should be modified, and he articulates this modification in terms of a prohibition against “developmental coercion.” Martin concludes by elaborating on the concept of developmental coercion, and he points to the implications of this addition to discourse ethics for the institutionalization of deliberative democracy.  相似文献   

2.
Several decades ago psychoanalyst Heinz Kohut pointed out that ideals should be seen as a core dimension of the infantile personality — a dimension that is crucial for the self's formation and the flourishing of the self. In this essay, Krassimir Stojanov begins by reconstructing Kohut's conception of children's ideals, and then, drawing on Axel Honneth's philosophical conception of intersubjective recognition, he explicates the social and pedagogical prerequisites for the formation of ideals and their transformation into values. According to Honneth's conception, the emergence and development of a coherent, autonomous self depend on various forms of intersubjective recognition, specifically empathy, cognitive respect, and social esteem. One of Stojanov's central claims here is that the educational practice of philosophizing with children is probably best equipped to provide children and adolescents with those experiences of intersubjective recognition that enable the articulation of infantile ideals and the transformation of those ideals into values. This practice is essential to development of the self because these articulations and transformations are basic preconditions for living a free and autonomous human life. Moreover, this practice is also important to the “rechilding” of philosophy — that is, the process of revitalizing philosophy through getting in touch with children's ideals. Thus, Stojanov concludes, these ideals deserve social esteem precisely because of their childish character.  相似文献   

3.
In this essay, James Scott Johnston examines Jürgen Habermas's transcendental justification of his discourse theory of morality. According to Johnston, the application of Habermas's theory to educational issues often assumes that this justification is a cogent one. However, if the theory is to provide reasoned and appropriate guidance for educators, the justification of discourse ethics requires closer examination. Johnston argues that Habermas's so‐called “weak” transcendental approach is in fact unsustainable because it fails to reconcile two conflicting schools of philosophical thought: Kant's transcendental idealism and George Herbert Mead's social pragmatism. Johnston concludes that a more plausible justification of the discourse ethical project can be achieved by rejecting Habermas's Kantianism and appealing solely to Mead's social pragmatic conception of rationality.  相似文献   

4.
In this essay Walter Okshevsky addresses the question of whether a certain form of dialogically derived agreement can function as an epistemic (universal and necessary) criterion of moral judgment and ground of moral authority. Okshevsky examines arguments for and against in the literature of educational philosophy and develops Jürgen Habermas's affirmative answer as presented in his discourse theory of morality. Habermas's position is articulated as a moral epistemology (“strong dialogicality”) and is developed through his critique of the “monologism” of certain aspects of Immanuel Kant's moral theory. Okshevsky concludes with a consideration of some educational implications of Habermas's position.  相似文献   

5.
In this essay, Terri Wilson puts the argument developed by Kathleen Knight Abowitz that charter schools could be considered as counterpublic spaces into interaction with empirical research that explores patterns of voluntary self‐segregation in charter schools. Wilson returns to the theoretical tension between Jürgen Habermas and Nancy Fraser over the inclusivity of the public sphere. Wilson argues that Fraser's concept of counterpublic space rests on an oversimplification of Habermas's concept of the public sphere and, further, that justifying school choice through Fraser's “multiplicity of publics” offers few resources for questioning the increasing segregation of schools. According to Wilson, Habermas's normative project—and his concept of “idealization,” in particular—offers both an answer to Fraser's critique and a better application of “the public sphere” to the issue of school choice. Wilson concludes by considering how Habermas's understanding of the public sphere as a normative ideal might serve as a useful resource for evaluating the public‐ness of charter school reform.  相似文献   

6.
The aim of this essay is to give hope to those who are in the middle of struggles relating to personal experiences associated with sexual/gendered harassment. In it, Kanako W. Ide inquires into the moral conditions around speaking out publicly about such incidents through critical analysis of the social norms of gender and economy. Jane Roland Martin's gender‐sensitive theory supports a discussion of how contemporary discourses against sexual/gendered harassment are embedded in the norms of a gender‐blind market economy. In seeking an alternative, gender‐sensitive discussion, the gift paradigm is addressed and critically examined. Ide applies the conceptual distinction between “labor” and “work” that informs gift theory to argue for the invisible spirit of the gift as an essence of feminine moral values. The Buddhist idea of altruism as asceticism is offered as a means of developing the concept of “labor” as a gift, and also as a way to conclude the essay by explaining negative incidents in an affirmative gift theory.  相似文献   

7.
In this article, I add a discursive analysis to the discussion about Muslim girls and women's dress in non-Muslim educational contexts. I argue that a law or policy that prohibits the wearing of khimar, burqa, chador, niqab, hijab, or jilbab in the context of public schools is a form of censorship in educational contexts. This sartorial censorship is miseducative in the sense that it impedes the achievement of important educational goals, especially in public education. I consider the public nature of public education and discuss three sets of miseducative effects: First, the examination of discursive processes, including the production of social norms, is limited. Second, the critical uptake of the banned discourse by female Muslim students themselves is foreclosed, and their agency hindered. Third, a metadiscourse arises that translates individual sartorial discursive acts into generalized terms (such as “veils” and “headscarves”) without noticing what is lost in translation.  相似文献   

8.
Brock's (1985) recent suggestion that rhetorical critics who work out of the philosophy of dramatism could enrich their analyses by utilizing Burke's pentad and terms for order in combination is taken up in this essay. Enhancing these grammatical and formal features of drama through application of Burke's “principle of perfection,” nine “indexes of dramatic intensity” are proposed and were employed in a study of the tragic‐symbol preaching of Rev. Jerry Falwell. Falwell's televised discourses are found to be strongly dramatic and appropriately so, given the audience of true believers bent on changing society he addresses.  相似文献   

9.
J. M. Barrie's 1922 address Courageconstitutes a paradoxical rhetorical text. In his oratorical debut, Barrie offered seniors at St. Andrews poignant and explicit advice concerning life's liminal passages, even as he carefully obfuscated his own identity. This essay offers two readings of the text to illuminate an alternative relationship between text and context in rhetorical criticism. The first interpretation focuses on the obvious textual paradox related to liminality. The second reading moves from the “textual context” to the social and ideological context, and argues that working within the address is the rhetorical form of “the closet.” Recontextualizing Barrie's address from within “the closet,” renders visible a second “invisible context” related to homosexuality, opening a new interpretive doorway for the critic.  相似文献   

10.
The term “democracy” is ambivalent—in the history of the United States, it has played both god term and devil term, and inspired both sacrifice and trembling. Robert L. Ivie has mapped the discourse by which American policy elites have said “no” to democracy—the rhetoric of “demophobia.” This essay complements his analysis by mapping the discourse by which Americans began to say “yes” to democracy during President Thomas Jefferson's administration—the rhetoric of “demophilia.” Understood as a discursive formation, demophilia creates space for rhetoric and deliberation that is closed by demophobia. In the process, demophilia disciplines democracy by producing deliberative subjects properly attuned to civil speech.  相似文献   

11.
This essay offers an account of “sexting's” cultural value and social uses by examining celebrities' production and distribution of sexual imagery on Twitter. It argues that as a result of technological convergence and the prevalence of social media, teens and celebrities are using “candid” images of their sexuality to remediate themselves in a fashion that generates a specific form of user-generated capital. Ultimately, this perspective is used to argue that the anxiety surrounding high school-age sexters has less to do with teens documenting their sexuality than it does with the ways that new forms of text-based media articulate the libidinal status of teenage sexuality in contemporary culture.  相似文献   

12.
If knowledge is socially constructed, then students' discursive attachments should be eminently malleable. Students' radical openness to change, however, is not the defining characteristic of a university classroom. Instead, learners appear to desire coherence of knowledge over revelations of contingency, and pedagogical acts that disrupt existing formations are as likely to produce reactionary responses as revolutionary reorganizations of the self. In this article Chris McMillan argues that neither the constructivist nor the social constructionist readings of critical pedagogy are able to account for this fixity of knowledge. In response he contends that Slavoj ?i?ek's Lacanian‐inspired theory of subjectivity and of the Real can effectively respond to the limitations of these approaches by insisting upon the pedagogical value of the lack within subjectivity. A ?i?ekian conception of subjectivity is able to respond to this lacuna by positing the negativity of the subject as the agent of transformation and to produce a “pedagogy of the impossible” that evokes the moments of impossibility within discourse embodied by the subject qua the Lacanian Real.  相似文献   

13.
The Singapore Ministry of Education's Enhanced Performance Management System (EPMS) was instituted in 2005 as a system of professional accountability to enhance the standards and stakes of teacher professionalism in schools. This essay explores how the EPMS, with its underlying paradigm of performance management, functions as a “technology of discipline” within the political economy of teacher professionalization in Singapore. The analysis centres on the discursive mechanisms of a standardized appraisal instrument known as the Work Review Form. Applying speech act theory via the insights of J.L. Austin and J. Butler, I argue that teachers' professional qualities are not only described and prescribed but also produced by the appraisal protocols of the EPMS – a process contingent on the discursive performativity of the Work Review Form. Implicated in this notion of performativity are the rhetorical manoeuvres by which teachers perform “on paper” under the pressure to perform. Such performance pressures point to a range of ethical ambiguities surrounding the “enhanced management” of teachers' work under the profit-motive of performance excellence.  相似文献   

14.
There is evidence aplenty of academics' increasing incorporation into the life and fate of their university's brand, just as it is clear that university structures and incentives generally are dependent upon increasingly competitive resource capture under tightened managerial ideologies of institutional commitment (albeit by way of innumerable “consultation” and “responsibilisation” mechanisms). In that context, it becomes important to re‐think and re‐imagine the very “idea of the university”, especially now that images and imperatives around the Engaged University are a) omnipresent and b) convene a whole range of entirely disparate activities, governed by very different intellectual rationales. While hardly wishing to be “against” university involvement in the “wider world”, this article critically questions the new metaphysic of Engagement, and the discursive framings and traps that sustain it. In an age when perhaps only paradox and counter‐intuitive gesturing seem to work as prompts towards thinking otherwise, I make the case that some “traditionalist” ideas of higher education can be part of a reasserted “progressivist” social ethics.  相似文献   

15.

In a departure from the view that characterizes hypertext as a new writing paradigm based on old associationist ideas, Edward Barrett has proposed a model for hypertext that rejects cognitive and associationist language as both unnecessary and inaccurate. In this view, knowledge, reality, and even facts are community generated, “linguistic entities,” and hypertext supports the “social interface” rather than the “deep structure” of thought. This essay considers some of the premises of Barrett's proposal. A central issue is the rejection of the “authorial imperative” of structured information in favor of a view of writing as an open‐ended ever‐changing conversation in which readers and writers collaborate to discover—or generate—reality.  相似文献   

16.
Drawing on the author's experience as director of a long-lived school—university partnership, this essay describes how one such organization can “do it right” and enhance the development of teacher leadership in schools. It also provides a cautionary tale about how that same organization can “do it wrong” and achieve the opposite effect. “Doing it right” requires having a set of core beliefs that are enacted through key social practices. “Doing it wrong” violates those core beliefs and practices.  相似文献   

17.
If the received views on self-transformation in philosophical literature are correct, then either self-transformation (1) is caused by forces beyond oneself and beyond one's control, (2) is not rational to pursue, or (3) does not ever really happen. In this essay, James Gordon highlights the philosophical puzzle known as the “self-transformation puzzle,” as raised by Ryan Kemp, who suggests that transformation of the sort educators are interested in cannot be self-caused: it is either something that happens to a person, or something that, if agent guided, is not full-fledged transformation. Next, Gordon turns to an alternative take on the puzzle that tries to recast the conceptual terrain and offer a new way of thinking about self-transformation, namely, the “aspirational” account of self-change offered by Agnes Callard. He argues that Callard's aspirational account of transformation shows that at least one of the premises of Kemp's argument is false. Finally, he suggests several ways that those interested in transformative education might appeal to the concept of aspiration to revise their educational practices.  相似文献   

18.
Inherent in the rhetorical tradition of symbolic form is the search for the rhetorical processes which convert experience into the social forms of community. Fusing Robert Scott's notion of rhetoric as dynamic with the rhetorical concept of “spectacle,” this essay explores “the dynamic spectacle” as a rhetorical document of community building. Black America's struggle for identity in White America is offered as a case study.  相似文献   

19.
This essay investigates the operation of discourse and power in the constitution of social identity and reality, as represented in Japanese American internment narratives. The analysis identifies forms of subjectivity, discursive strategies and practices to gain insight into the lived experience of internees and into the process by which discursive closure is realized in cultural systems. The Japanese American subject is constituted as a “Radical Other” in internment stories through two interwoven threads: the Japanese American subject as (dis)loyal and the Japanese American subject as “enemy alien.” The essay concludes with a discussion of implications for public discourse, narration, and criticism.  相似文献   

20.
Abstract

This article examines identity development in light of Charles Taylor’s notion of the “Buffered Self.” Educating in faith toward the deconstruction of unjust identity norms requires finding a pathway out of this constrictive underlying structure. In particular, the manner in which religious educators address the promises and perils that people with disabilities face in the late modern secular context can point the way to more inclusive and genuinely human Christian faith formation. This essay proposes the work of Jean Vanier and l’Arche, and their embrace of human vulnerability, as more inclusive anthropological and communal itineraries beyond the “Buffered Self.” This article is dedicated to the memory of Jean Vanier, the founder of the communities of L'Arche and a prophet of the power of human vulnerability to lead us to communion with God and one another. Jean Vanier died on May 7, 2019 just as proofs of this essay were going to the publisher.  相似文献   

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