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1.
PETER ROBERTS 《Journal of Philosophy of Education》2008,42(2):249-268
This paper examines Hermann Hesse's penultimate novel, The Journey to the East, from an educational point of view. Hesse was a man of the West who turned to the idea of ‘the East’ in seeking to understand himself and his society. While highly critical of elements of Western modernism, Hesse nonetheless viewed ‘the East’ through Western lenses and drew inspiration from other Western thinkers. At the end of The Journey to the East, the main character, H.H., believes he has found the solution to his despair. This paper argues that he has not, at least not in the fullest sense Hesse came to see was possible. H.H. relies too heavily on faith and abandons reason too quickly in seeking to become ‘absorbed’ into the Other that he regards as his higher self. An answer to H.H.'s existential angst can be found in Hesse's final novel, The Glass Bead Game, where educational growth through the development of a critical, questioning, inquiring attitude is a central theme. 相似文献
2.
Emine Sarikartal 《Educational Philosophy and Theory》2013,45(1):88-97
The theme of childhood and education in Lyotard’s philosophy provides an interesting field of reflection combining education studies and continental philosophy. Childhood in Lyotard’s thought is mostly understood as infantia, a concept that appears towards the end of his work. The claim of this article is that childhood in Lyotard’s philosophy cannot be reduced to the late concept of infantia; looking at the recurring nature of this theme in his writings that is present from the beginning, as well as various figures under which it appears, pushes Lyotard’s readers to reconsider his work from a pluralist and interdisciplinary perspective. 相似文献
3.
Geoff Teece 《British Journal of Religious Education》2005,27(1):29-40
This paper discusses aspects of Andrew Wright's version of a liberal, critical religious education and his criticisms of some other views of modern religious education. This is attempted not by examining these ‘other views’ as such but by concentrating on the work of John Hick. The reason for this is that Wright, like Cooling (in his book A Christian Vision for State Education: Reflections on the Theology of Education) identifies Hick as a significant influence on forms of religious education to which he objects. In a number of his writings Wright identifies Hick's work as an example of universal theology informed by romanticism. This runs counter to a comprehensive reading of Hick, and to Hick's own account of his work. Hick, like Wright, is a critical realist but by identifying Hick as a romantic, Wright is in danger of not only polarising views on religious education but also closing down a debate to which Hick's work has much to contribute. The latter part of the paper illustrates how a nuanced understanding of Hick's religious pluralism can make a contribution to discussions about critical religious education. 相似文献
4.
Jacob W. Neumann 《Educational Philosophy and Theory》2016,48(6):634-644
Paulo Freire’s work is often characterized and used in terms that seek to produce widespread political and economic changes across societies. Peter Roberts, however, in his book Paulo Freire in the twenty-first Century, offers readers a much different way of approaching Freire’s work. Throughout his book, Roberts presents Freire as recognizing the limitations of educational initiatives, as not seeking specific macro-political objectives, and as emphasizing openness to alternative discourses. These themes weave throughout each chapter of the book, in which Roberts examines a wide range of topics, from Freire and Dostoevsky to reason and emotion to political correctness to Freire and the Tao Te Ching. In this review essay, I engage a number of purposes. I elucidate and trace these three themes as they weave throughout and support the various topics that Roberts examines in his book. I illustrate how Roberts’s treatment of these themes challenges many of the interpretations of Freire’s work found within the critical literature, and, through this critique, it offers readers new ways of thinking about Freire’s thinking. Lastly, I discuss how Roberts’s thoughts suggest new ways that Freire’s work, and critical education in general, might begin to make more meaningful and practical inroads into public education and might develop new avenues of scholarship on Freire’s work. 相似文献
5.
This paper provides an introduction to this special issue of the Cambridge Journal of Education on ‘Evoking and provoking Bourdieu in educational research’. In the course of providing a critical synopsis of each paper, we consider how and why the authors work with and after Bourdieu, both evoking and provoking his thinking tools (particularly field, capital and habitus, but also doxa, misrecognition and illusio) and his methodological disposition that rejects ‘epistemological innocence’. We note that Bourdieu himself invited such provocation and that this is especially needed as the social continues to change, given the new spatialities of globalisation and growing social and economic inequalities. That is, we acknowledge that the empirical and the theoretical are always imbricated in each other, a theme pursued throughout the collection. 相似文献
6.
Amanda Keddie 《Gender and education》2008,20(6):571-583
This paper explores issues of critical literacy, gender justice and masculinity through ‘Mr A’s’ story. Mr A is head of English at ‘Grange College’ – an all boys’ school in a large urban centre in Queensland (Australia). The paper highlights how the privileging of rationality, control and ‘the masculine’ within Mr A’s ‘teaching‐as‐usual’ discourse constrains his efforts to pursue gender justice through critical literacy. While Mr A scaffolds his students’ critical analysis of gender and power in texts, his investments in teacher/student binary relations draw rigid boundaries between himself and his students in ways that delegitimise the terrain beyond the rational and ignore a theorising of the self. Drawing on Mr A’s story within Davies’ theorising about the possibilities of critical literacy, this paper adds to key work in arguing the importance of teachers’ interrogating their classrooms as lived texts where the relations of domination and power that derail the social justice possibilities of critical literacy can be made both recognisable and revisable. Such interrogation is foregrounded here as particularly urgent within the current moment where rationalist discourses within and beyond schools are increasingly working to circumscribe and constrain teacher practice in ways that stifle transformative social agendas. 相似文献
7.
Emma Williams 《Journal of Philosophy of Education》2015,49(1):142-160
Harvey Siegel's epistemologically‐informed conception of critical thinking is one of the most influential accounts of critical thinking around today. In this article, I seek to open up an account of critical thinking that goes beyond the one defended by Siegel. I do this by re‐reading an opposing view, which Siegel himself rejects as leaving epistemology (and, by implication, his epistemological account of critical thinking) ‘pretty much as it is’. This is the view proposed by Charles Taylor in his paper ‘Overcoming Epistemology’. Crucially, my aim here is not to defend Taylor's challenge to epistemology per se, but rather to demonstrate how, through its appeal to certain key tropes within Heideggerian philosophy, Taylor's paper opens us towards a radically different conception of thinking and the human being who thinks. Indeed, as will be argued, it is through this that Taylor and Heidegger come to offer us the resources for re‐thinking the nature of critical thinking—in a way that exceeds the epistemological, and does more justice to receptive and responsible conditions of human thought. 相似文献
8.
Shailesh A. Shirali 《Resonance》2013,18(3):226-240
Marin Mersenne was many things: scientist, mathematician and writer. He did original work on acoustics and on prime numbers; today his name is linked to a family of primes called ‘Mersenne primes’. But his greatest contribution was his work in propagating a culture of scientific inquiry in Europe — a culture which emphasized communication and dissemination and learning from one’s peers. The work done on the cycloid illustrates this theme beautifully. This article looks at some work for which Mersenne is best known. 相似文献
9.
Douglas Foley 《International journal of qualitative studies in education》2013,26(5):643-657
John Ogbu’s work on ‘minority education’ has spawned a number of interesting and useful debates in the US. Having been both an early admirer and critic of Ogbu’s work, I reviewed his work in an Anthropology and Education Quarterly article . The present article reflects upon Ogbu’s work and upon my scholarly engagement with that corpus over the years. I discuss Ogbu’s Shaker Heights study , and offer some reasons why Ogbu is often misread as a deficit theorist. The article closes with an assessment of how Ogbu’s theory and ethnographic practice evolved in what turned out to be his last major piece of work published before his passing. 相似文献
10.
Marla Morris 《Educational Philosophy and Theory》2020,52(5):549-559
AbstractFrench poststructuralist philosopher Michel Serres writes about knowledge production throughout his work. He is of particular importance to educationists because the production of knowledge shapes our discipline. But Serres is oftentimes dismissed by educationists and philosophers because of his idiosyncratic style. We argue that his style makes him unique. Serres’s style helps scholars think differently. In the first part of this paper, we will discuss matters of style and argue that Serres’s radical departure from the way in which traditional philosophy is written helps education scholars advance our field. In the second part of this paper, we argue that Serres’s work on knowledge production can be better understood in connection with Gilles Deleuze and Felix Guattari, Ludwig Wittgenstein, John Dewey, Martin Heidegger and Gaston Bachelard. In this paper, we will focus upon three of Serres’s books: Genesis, The Troubadour of Knowledge and The Parasite. Scattered throughout these works are Serres’s ideas on knowledge production. 相似文献
11.
张盼盼 《四川三峡学院学报》2014,(2):105-108
彼得·伊里奇·柴科夫斯基是俄罗斯作曲家中最为杰出的一位代表,也是最受欢迎的作曲家,同时也是俄罗斯民族音乐与西欧古典音乐的集大成者,他被俄罗斯人民骄傲地称为“俄罗斯音乐的明灯”。他的作品不计其数,《第六交响曲》（也被称为《悲怆交响曲》）是他最后一部作品,同时也是他的巅峰之作,这首交响曲包含了他对人生的恐怖、绝望与失败等情绪,也可以说是世界观、人生观和爱情观的具体体现。柴科夫斯基一生所创作的作品都可以用一个“悲”字来形容,而《第六交响曲》则是其最高境界,文章具体阐释了该曲中“悲”的寓意。 相似文献
12.
Peter Roberts 《Educational Philosophy and Theory》2013,45(11):1175-1189
AbstractThis article provides a Taoist reading of Camus’ posthumously published novel, The first man. With its focus on the early life of the central character, Jacques Cormery, The first man is a semi-autobiographical account of learning and transformation, but it is, like so many other stories of its kind, one sustained by complex tensions: between the comfort of the familiar and the promise of the new; between possibility and despair; between resistance and acceptance. A theme that binds some of the key educational elements of the book together is love: Jacques’s love of his mother and his elementary school teacher and their love for him; love of learning; and love of ‘home’. A Taoist theoretical framework is helpful in understanding the nature of this love and its pedagogical significance. In particular, the book exemplifies the importance of the figure of the mother—both in the person of Jacques’s mother and more symbolically in the notion of ‘the Great Mother’. The article concludes with thoughts on the value of literature for educational inquiry. 相似文献
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14.
作为悼亡诗之佳作,贺铸的《鹧鸪天》为读者呈现了凄凉的相思和悼念之情。此词上片写出妻子死后诗人的凄凉和孤零,运用到借物喻人,借"梧桐"和"鸳鸯"来突出丧妻后的悲凉和孤寂。下片再现亡妻日夜操劳,甘于过清苦生活的场面,表现出诗人对亡妻的怀念之情以及深刻的悼念之情。该文试从概念隐喻的投射理论出发,通过对文中的"梧桐"和"鸳鸯"进行分析,理解此隐喻对整首词主题的认知解读,深化整首词的中心思想。 相似文献
15.
刘灵昕 《四川三峡学院学报》2014,(2):73-77
纵观巴金二十世纪三十年代的创作,《春天里的秋天》可以说是风格最为独特的一篇小说。这篇小说以巴金在泉州的真实见闻为基础创作而成,不仅紧扣时代主题,更是以独特的艺术魅力著称。在这部中篇小说中,巴金通过其独具匠心的叙事艺术,将小说的主题与时代的脉搏紧紧融为一体,具有永恒的文学艺术价值。 相似文献
16.
《还乡》是哈代第一部真正意义上的悲剧性小说,标志着作家文学生涯中一个新阶段的开始,他大胆地将悲剧文体运用于小说,自觉地承袭了希腊的悲剧元素。此后,悲剧主题就一直贯穿于哈代的小说创作中。《还乡》中凝聚着哈代浓郁的故土意识和悲剧情结,充分诠释了他独特的悲剧思想。 相似文献
17.
詹姆斯·乔伊斯是爱尔兰现代派小说泰斗,作为一位有着惊人敏锐观察力、写作风格向来无所畏惧的现实主义批判大师来说,他在其短篇小说《一朵小云》里描述的绝不仅是一个普通小人物的生存状况和精神状态。本文尝试运用萨特的存在主义哲学观点来分析作品里主人公小钱德勒的人物性格和命运,以此来揭示乔伊斯所要展示的整个都柏林"精神瘫痪"主题。 相似文献
18.
Derek R. Ford 《Educational Philosophy and Theory》2014,46(4):380-392
AbstractIn this article I bring Giorgio Agamben’s notion of ‘whatever singularity’ into critical pedagogy. I take as my starting point the role of identity within critical pedagogy. I call upon Butler to sketch the debates around the mobilization of identity for political purposes and, conceding the contingent necessity of identity, then suggest that whatever singularity can be helpful in moving critical pedagogy from an emancipatory to a liberatory project (a distinction I take from Marx). To articulate whatever singularity I situate the concept within the work in which it appears, and then take a detour into Agamben’s general philosophical project. I propose that, for critical pedagogy to take whatever singularity seriously, it must uphold a respect for the ineffability of being, which entails in part the suspension of dialogue. To help flesh out what I mean by this proposal, I turn to a fragment of Lyotard’s philosophy and his critique of democracy. I conclude by addressing a pressing ontological critique of Agamben, which leads me to argue for a materialist appropriation of the figure of whatever singularity, one that is held in tension with ontological concerns of identity. 相似文献
19.
死亡是自然万物不能摆脱的宿命,以此作为创作主题的文学作品不胜枚举。作为19世纪善于思索人生的杰出文学家之一,王尔德也把创作的视线投向了死亡这一主题。死亡主题在其小说、戏剧以及童话中都有所呈现,其中当属童话着墨最多,而王尔德童话中死亡主题所揭示的深意也是很值得人们思考和探究的。 相似文献
20.
Christopher Hanley 《Journal of educational administration and history》2015,47(2):105-116
This paper examines some critical accounts of emotional life shaped by neoliberalism. A range of literature concerned with neoliberalism and emotional experience in educational contexts is reviewed. I argue that neoliberal ‘reforms’ in public institutions create an ever-increasing demand for emotional performance. Neoliberals often refer to Adam Smith's The wealth of nations (WN) but this paper focuses on Smith's equally significant The theory of moral sentiments. In this work Smith connects competitive social relationships with varieties of challenging emotional experience. I argue that theorists in the present, seeking to understand neoliberal ‘reforms’ in public institutions, should focus on not just WN but both of Smith's major works together. This paper offers new insights into the nature of neoliberalism, extending and developing the field of historically informed critical work highlighted in this paper. 相似文献