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1.
Famously, Walter Benjamin once wrote that behind historical materialism lies a disavowed theological “hunchback.” More importantly, it is only through a rejuvenated relation with this theological hunchback that historical materialism can ultimately realize its own revolutionary possibilities. While the theological dimension of critical theory has been explored in a variety of disciplines and for a variety of political and philosophical purposes, the same cannot be said for the field of critical pedagogy. In this essay, Tyson Lewis addresses this gap by focusing on mystical traditions of messianism that haunt certain strains of critical pedagogy. He contends that critical pedagogy cannot overcome certain limitations within its own project without unlocking the radical kernel of the messianic. In brief, messianism offers a potential moment for rethinking education outside of a sovereign decision over and against student life by reuniting educational time with the creative time of the now, kairos. In developing a genealogical rethinking of the messianic within critical pedagogy, Lewis focuses on the work of Paulo Freire. By articulating Freire with current theorists of the messianic, including Giorgio Agamben, we can see how the time of the messianic moment is educational time and how educational time, in its most radical formulation, is a messianic opening. Lewis concludes that a resolution of the question of authority as well as a new notion of educational time help to situate the emphasis of critical pedagogy toward a new appreciation of and respect for the theme of potentiality.  相似文献   

2.
Expanding on the robust contributions by feminist new materialist scholars this essay focuses on two concepts—affect and rhythm—in order to elaborate on matters of pedagogy and a politics of attunement. If one of the key challenges that arises from feminist new materialism is that the human can no longer be taken for granted, then this prompts us to open ourselves to other ways of thinking, knowing, and doing. Being attuned to the agency of all matter offers a way of looking at how pedagogy is constituted as material, affective, and in rhythm, and this attention to the mechanisms of pedagogy can in turn affect a politics of attunement. In order to problematize an affective pedagogy we turn to a socially enagaged performance called The Artists’ Soup Kitchen.  相似文献   

3.
本杰明、杰姆逊和后期海德格尔对雕刻的反思都审视了在后现代时期艺术和技术的亲缘关系。本杰明主张技术摧毁了艺术的氛围,这是对机械中介物替代艺术家来控制美学的一种模糊批判。杰姆逊批判了笛卡尔式的主体再现于后现代主义中,这意味着通过电影(现在通过广告),艺术氛围已经不是一个不可逆的过去的随意回想,而是被吸引的观众当下生活的共鸣。这一点现在普遍反映在消费主义之中。海德格尔对与雕刻相关的空间和处所的反思,说明艺术的角色应该是阐明一个关系性的世界。我们必须学会发现自己正身处这样的世界之中,而不是通过那种维持我们娱乐的机械方法来利用艺术品味。  相似文献   

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5.
ABSTRACT

In international educational studies, cultural context matters and demands increased attention by educational researchers worldwide. Along with a globalized discourse, how to map historical–cultural understandings of teaching and learning without getting bogged down in modern Westernized epistemology has become a paradigmatic dilemma. This paper argues a Heideggerian–Foucauldian language perspective can provide a way to address this dilemma. As an example, the paper demonstrates how their language perspective has enabled the author to encounter a ‘wind-education’ discourse in China’s current schooling, and to explore, as the originary (re)source of the whole Confucian educational culture, Confucius’ ‘wind-pedagogy’ as expressed in Yijing. This unique historical–cultural ‘wind-education’ discourse is salient, yet goes unnoticed, in China’s current schooling largely due to a planetary signifier-signified style of reasoning. This paper sheds new light on educational literature on Confucian educational thinking and provides an alternative paradigm to the (cross-)cultural studies of education in China and beyond.  相似文献   

6.
Ka-ho Mok 《Higher Education》1999,37(2):133-158
This paper attempts to examine how market forces have affected educational development in Hong Kong and Mainland China. In both places, there has been a trend to the decentralisation and marketisation of education in recent years, particularly in the realm of higher education. Based upon recent research conducted in Hong Kong and China, the author argues that higher education in these two places has been significantly affected by emerging market forces. The core of the paper is confined to the discussion of two major issues: user charges and the introduction of competition and cost recovery in education. The main focus of this paper is on what strategies educational institutions in Hong Kong and China have employed in response to the strong tide of marketisation. Particular attention will be given to discussing how markets and competition have affected the governance and delivery of educational services in Hong Kong and China. This comparative study has demonstrated that even though the recent developments in higher education in these two places have been experiencing a similar global trend, the global tide of universal trend in which private charges, market competition, non-state provision, corporate governance, system-wide performance management should not be treated as a simplistic notion of undifferentiated universal trend. Instead, different places may take different configurations in cases of marketization which remain national-specific as well as global.  相似文献   

7.
Higher education as a personal, intellectual and moral cultivation is a longstanding ideal that is constantly challenged by the view that education is merely the development of specific skills for vocational and personal success. Much research argues that the latter understanding makes education a technical affair that creates an egocentric emphasis on the individual students’ ambitions and desires. This article joins in the defence of the former ideal by enquiring into the moral dimensions of education. This is done by turning to Iris Murdoch's idea of moral transformation, with a specific focus on the idea of unselfing. The main argument is that unselfing is a transformative process characterised by a growing attunement to the surrounding world, and the interconnectedness of goal and process is emphasised. Also, to gain a deeper understanding of what unselfing entails I turn to the idea of attention. It is understood as having a specific direction, outward from the egocentric, and as enabling unselfing. The article concludes by suggesting that unselfing can offer a challenge to (higher) education as it entails a moment of letting go of plans and narratives, and of surrendering to the influence of an existence that exceeds the individual. This moment is of relevance to education as it is crucial to the possibility of growing as a moral being as it cultivates a moral manner of relating to others.  相似文献   

8.
This paper analyses the role of educational interest groups in the context of current educational policy in Spain. The paper focuses on the historical and structural factors that are the basis for understanding the constitution of educational interests. It argues that the historical educational dualism and the political opposition between public and private education explains not only the emergence and political position of each educational actor, but also the dynamics of interaction between them and their strategies to influence policy making and implementation. The final section of the paper analyses the relationship between interest groups and the State. It argues that the diverse and heterogeneous educational demands lead to a specific form of educational politics and explain the conditioned relative autonomy of the Spanish State in education policy making.  相似文献   

9.
In visually complex environments, numerous items compete for attention. Infants may exhibit attentional efficiency—privileged detection, attention capture, and holding—for face‐like stimuli. However, it remains unknown when these biases develop and what role, if any, experience plays in this emerging skill. Here, nursery‐reared infant macaques' (Macaca mulatta; n = 10) attention to faces in 10‐item arrays of nonfaces was measured using eye tracking. With limited face experience, 3‐week‐old monkeys were more likely to detect faces and looked longer at faces compared to nonfaces, suggesting a robust face detection system. By 3 months, after peer exposure, infants looked faster to conspecific faces but not heterospecific faces, suggesting an own‐species bias in face attention capture, consistent with perceptual attunement.  相似文献   

10.
The United Nation's Decade of Education for Sustainable Development (DESD) is past its halfway milestone; yet, its overall impact on educational thinking and practice remains unclear in most places and regions of the world. While several efforts and programs are currently in place to promote and affirm the role of education in the global quest for sustainable development, most of these efforts remain largely unknown and invisible in most communities around the world. The Decade and ESD, arguably, are neither seen nor heard of in most of Africa. Most institutions, including schools, governments, businesses, civil society and individuals are yet to know and understand the role of education in the quest for sustainable development. The paper argues that in spite of the Decade and all the attention it is getting in some circles, the subject is muted in most educational policies and practices in Africa. In calling for more focused commitment to the roles of education in sustainable development in Africa, the paper also calls for a reconsideration of what sustainable development means, or might mean for Africans in their different places and cultures and to use that as a starting point for the exploration of more meaningful educational philosophies and pedagogies that responds to Africa's unique challenges.  相似文献   

11.
This paper argues that key education policy initiatives since the introduction of the National Curriculum in the UK are Government‐mediated responses to pressures in the global knowledge economy. Successful implementation of these policies has required a change in the way in which education institutions and professionals are controlled and managed. George Ritzer's ‘McDonaldization’ thesis, a conceptualization of a dominant form of economic and cultural globalization, is outlined and it is then argued that national education policy has led to the ‘McDonaldization’ of the state school education system in England. Benjamin Barber's concept of ‘McWorld’ is used to represent the consumerist world which a narrowed educational vision seeks to serve.  相似文献   

12.
This paper explores the challenges of non-violence as an educational subject. Conceptually framed by nonduality, this cross-cultural conversation between Laozian and Deleuzian viewpoints articulates reforming non-violence into non-violencing within the educational discourse. Non-violencing is a shift that opens up space to theorise non-violence as open-ended, uncertain and dynamic. Seungho Moon utilises Laozi's Taoism to examine yin–yang cosmology to illustrate the continuum of violence/non-violence. Proceeding from the notion of non-action (wuwei, 無爲), he argues that non-violence is not the opposite of violence, but it is a form of active action by not doing. Charles Tocci draws from Deleuze to connect non-violence to the concepts of haecceity, minoritarianism and multiplicities. Together, both authors postulate that non-violence is not a thing. Instead, both authors consider it in its gerund form to be a particular kind of activity performed to prevent violence in whatever relational patterns it may take. This open-ended space created by non-violence facilitates imagining a fresh approach to human interactions. In promoting this cross-cultural conversation, the William Joiner Institute Teacher Initiative Project (TIP) is highlighted as an exemplary program emphasising the uncertainty, incompleteness and paradox of the violence/non-violence duality and non-violencing pedagogy. This cross-cultural, philosophical study will provide educators with salient epistemological and pedagogical frameworks with which to advance the field of non-violence education.  相似文献   

13.
There exists a vast literature on evidence‐based practice (EBP) in education. The debate branches out in several directions, for example, what EBP entails for the nature of educational practice, what it entails for the teaching profession, what counts as use and abuse of evidence, and what educational research could or should contribute to a what works kind of practice. In this essay Tone Kvernbekk focuses on the fate of the concept of evidence in the debate, observing that the concept seems, by and large, to be missing from the debate. She argues that educational debates about EBP stand to gain in nuance and depth from employing philosophical insights about evidence. Kvernbekk develops this claim by discussing different conceptions of evidence and by inquiring into three aspects of the evidentiary relation: the meaning of “based,” underdetermination, and the relativization of evidence.  相似文献   

14.
This paper puts forward the hypothesis that in recent decades, pupils of schools in the western world have been given a new form of individuality. This construction has been nourished by both the demand for emancipation as it was expressed in the critical sociology of education (and pedagogy) and by the neoliberal turn in education policy. It unfolds consequences of such an alliance between romantic and neoliberal individualism, and argues that some of Simmel's concepts might fruitfully be engaged to grasp important aspects of today's educational culture. Against this backdrop, the paper discusses the construction of the new individuality in regard to educational changes in control and discipline, individually adapted education and assessment and finally academic knowledge. Primarily by using examples from the Norwegian case, the paper analyses how recent opinions on these issues can be viewed as different expressions of an educational culture promoting alienation as emancipation.  相似文献   

15.
There is now an emerging worldwide trend for mobile phones being banned from classrooms and schools. While some academics working in the area of educational technology have raised concerns, many others have so far failed to respond to what is a significant shift in the ongoing development of digital education. The paper considers how academic researchers and other educational technology stakeholders can respond to what might be perceived as the curtailment of some forms of digital education. In particular, the paper argues that this current turn away from digital devices offers an opportunity to advance understandings about a number of seemingly problematic issues regarding the continued use of digital technologies in schools. In particular, the paper reconsiders five such areas of concern that are associated with banning phones from school: (1) technology addition; (2) digital distraction; (3) cyberbullying; (4) surveillance capitalism; and (5) environmental sustainability of digital education.  相似文献   

16.
Attention control abilities are relevant for learning success. Little is known about the development of audio-visual attention in early childhood. Four groups of children between the ages of 4 and 10 years and adults performed an audio-visual distraction paradigm (N = 106). Multilevel analyses revealed increased reaction times in a visual categorization task when task-irrelevant novel sounds were presented, demonstrating involuntary distraction of attention. This distraction effect decreased with age and significantly differed between age groups. In addition, the two youngest age groups responded with a delay in trials following a distractor trial, indicating delayed reallocation of attention to the task at hand. Results indicate a significant maturation of audio-visual attention control within a few years during early childhood that continues throughout middle childhood.  相似文献   

17.
This essay raises questions about how language educators might construct and further develop their epistemology of practice in and through the situations in which they work from day to day. The occasion for this paper is our work as guest editors of a special issue of L-1: Educational Studies in Language and Literature, when we invited L1 teachers to reflect on the role that language plays in their professional learning, whether it be in the form of conversations with peers, reflective writing, or by other means. We begin this essay by locating our reflections within our current policy context, namely the standards-based reforms that have come to dominate educational thinking around the world, offering a brief critique of the values and attitudes embedded within them. We then outline a philosophical framework as an alternative to the world-view reflected by such reforms, focusing specifically on the work of Walter Benjamin. In the final sections, we review our work as guest editors of the special issue of L-1, reflecting on what we have learned from the papers we have assembled for this issue, and locating our learning within the philosophical framework that we have drawn from Benjamin. We argue that it is timely for language educators to articulate the assumptions that inhere within their work, in contradistinction to the common sense embedded in standards. Thus we might begin to reconceptualise the relation between language, experience and professional learning in opposition to the hegemony of standards.  相似文献   

18.
This study evaluated the interactive effects of endogenous and exogenous influences on infants' attention allocation by assessing the role of target familiarity on distraction latency during object exploration. In Experiment 1 (N = 54), infants' distraction latencies as they investigated both familiar toys (ones they previously had seen in a familiarization procedure) and novel toys (ones they had not seen in the familiarization procedure) were assessed longitudinally at 6.5 and 9 months of age. In Experiment 2 (N = 32), infants' distraction latencies were assessed at either 6.5 or 10 months as they investigated either familiar or novel targets. In both experiments, older infants, but not younger infants, exhibited longer latencies as they investigated novel toys as compared with their latencies as they investigated familiar toys. These results are discussed in terms of developmental changes in the interactive effects of endogenous and exogenous factors controlling attention allocation.  相似文献   

19.
Recent reforms of high school education in Korea have focused on transforming the uniform and standardized system into a deregulated and diversified system that has an emphasis on school choice and competition. Situating the high school diversification policy in the context of the recent controversy of the neoliberal educational reform, this study argues that school diversification in Korea is deeply impaired and unfulfilled, such as in situations in which the school differentiation and elite high school credentials struggle are reinforced by the peculiar nature of the Korean educational market, namely the hakbul-based society and the development of private educational markets. It suggests that special attention should be drawn to integrate the reform efforts for high school diversification into the ways in which the policy is being configured and delivered within the pursuit of educational equality and social justice.  相似文献   

20.
In this article we explore the educational potential of cinema. To do this we first analyse how the American critical thinker Henry Giroux tries to give body to an educational theory in relation to cinema. His ‘film pedagogy’ is described as developing a critical response of the learner in relation to the public sphere of film. Giroux’s approach, however, seems to forget rather than explore the potential that is specific to the medium. Secondly, the article analyses Walter Benjamin’s (1936, Illuminations, London, Pimlico) essay ‘The work of art in the age of mechanical reproduction’, because here we find not a different educational response to cinema, but one of the first studies on cinema that describes its ontological nature and the potential of moving images for thought. Finally, the article discusses the cinema philosophy of Gilles Deleuze, who, in contrast to Giroux, does not construct a Cartesian framework around cinema. Rather, he recognizes and explores cinema’s potential for thoughts like Benjamin did. In this way, Deleuze reverses Giroux’s question of how education should respond to cinema. A pedagogical discussion hereby comes to the fore that does not ask the question of what methodology should be used in education to think critically about cinema, but what the implications are of the nature of cinema for thought and for education.  相似文献   

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