Obstinate Education

Reconnecting School and Society
Erscheinungsjahr 2019
ISBN: 978-90-04-40108-2
Verlag: Brill

Buch, Englisch, Band 72, 182 Seiten, Format (B × H): 152 mm x 234 mm, Gewicht: 295 g

Reihe: Educational Futures

What should the relationship between school and society be? Obstinate Education: Reconnecting School and Society argues that education is not just there to give individuals, groups and societies what they want from it, but that education has a duty to resist. Education needs to be obstinate, not for the sake of being difficult, but in order to make sure that it can contribute to emancipation and democratisation. This requires that education always brings in the question whether what is desired from it is going to help with living life well, individually and collectively, on a planet that has a limited capacity for giving everything that is desired from it.

This book argues that education should not just be responsive but should keep its own responsibility; should not just focus on empowerment but also on emancipation; and, through this, should help students to become ‘world-wise.’ It argues that critical thinking and classroom philosophy should retain a political orientation and not be reduced to useful thinking skills, and shows the importance of hesitation in educational relationships. This text makes a strong case for the connection between education and democracy, both in the context of schools, colleges and universities and in the work of public pedagogy.

Autoren/Hrsg.

Biesta, Gert

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Affektive, soziale und ethische Ziele in der Erziehung
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Soziologie, Bildungssoziologie

Inhaltsverzeichnis

Preface

Acknowledgements

Note on the Author

Introduction: The Duty to Resist

1 Responsive or Responsible? Democratic Education for the Global Networked Society

Introduction

The Global Networked Society: Fact or Fiction?

Education for the Global Networked Society: Responsive or Responsible?

Democratic Education for the Global Networked Society?

Conclusion

2 How General Can Bildung Be? Reflections on the Future of a Modern Educational Ideal

Introduction

A Brief History of Bildung

Bildung Lost, Bildung Regained

How General Can Bildung Be?

The Epistemological Interpretation: The General as the Universal

The Interpretation from the Sociology of Knowledge: The General as a Social Construction

A Critical Theory of Bildung and Critical Pedagogy

The Network Approach: The General as the Asymmetrical Expansion of the Local

Concluding Remarks

3 Becoming World-Wise: An Educational Perspective on the Rhetorical Curriculum

Introduction

Education, Paideia and Bildung

Becoming ‘Symbol-Wise’ or Becoming ‘World-Wise’?

Empowerment or Emancipation?

The Challenge

4 Critical Thinking and the Question of Critique: Some Lessons from Deconstruction

Philosophy, Critique, and Modern Education

Critical Thinking and the Question of Critique

Critical Dogmatism

Transcendental Critique

Deconstruction

From Critique to Deconstruction

Conclusion

5 Philosophy, Exposure, and Children: How to Resist the Instrumentalisation of Philosophy in Education

What Might Philosophy Achieve?

Philosophical Enquiry or Scientific Enquiry?

A Performative Contradiction

The Trouble with Humanism, Particularly in Education

A Post-Humanist Theory of Education: Action, Uniqueness and Exposure

Conclusion: A Different Philosophy for Different Children

6 No Education without Hesitation: Exploring the Limits of Educational Relations

Introduction

The Multiple Meanings of ‘Education’

‘Mind the Gap!’

‘Being Addressed’

‘You Must Change Your Life’

Concluding Remarks

7 Transclusion: Overcoming the Tension between Inclusion and Exclusion in the Discourse on Democracy and Democratisation

Introduction

Inclusion and Democracy

Making Democracy More Inclusive: The Deliberative Turn

Entry Conditions and Democratic Exclusions

Overcoming Internal Exclusion: Making Democracy More Welcoming

Can Democracy Reach as State of Total Inclusions? And Should It?

From Democracy to Democratisation

Discussion: Marking the Difference between Inclusion and Transclusion

8 Education and Democracy Revisited: Dewey’s Democratic Deficit

Introduction

Connecting Democracy and Education: The Moral Argument

Education as Bildung

From the Ethics of Democracy to Democracy and Education

A Democratic Deficit?

From Absolutism to Experimentalism

Overcoming the ‘Crisis in Culture’

Concluding Comments: The Missing Link Revisited

9 Making Pedagogy Public: For the Public, of the Public, or in the Interest of Publicness?

Introduction

The Decline of the Public Sphere

Arendt on Action, Plurality, and Freedom

“The Space Where Freedom Can Appear”

For the Public, of the Public, or in the Interest of Publicness?

Conclusion

Conclusion: Looking Back and Looking Forward

Appendix: From Experimentalism to Existentialism: Writing in the Margins of Philosophy of Education

References

Index

Über Autor(innen)

Gert Biesta, PhD (1992), Leiden University, is Professor of Public Education at Maynooth University, Ireland and Professor for Education at the University of Humanistic Studies, the Netherlands. He writes about educational theory and policy and the philosophy of social research.