International Symposion „Education: What for and why?” (Gdańsk, 12-13 czerwca 2017 r.) (original) (raw)
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Education at the crossroads Part1
Setting out from the etymological meaning of the concept 'education', this paper is an attempt to conceptualize the contemporary educational terrain in so far as it is inescapably situated within the broader cultural landscape of 21 st-century globalized society. The priority granted to technical rationality in modern and postmodern societies is noted, and the related 'disciplinary' character of modernity is explored via Foucault. This is elaborated on through the work of Hardt and Negri on Empire, or the new form of sovereign power in the world, in which the 'multitude' is called upon to rescue democracy from its current crisis. Returning to Foucault, the preconditions of autonomy in a world where we are reduced to 'docile bodies' are outlined, and the urgent need for recovering such autonomy in the current global situation of deteriorating ecosystems is examined in relation to the dominant economic system of neoliberal capitalism.
Conference Philosophy of Education
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DEAR COLLEAGUES! We invite you to participate in the First International Scientific and Practical Conference "European Future: Philosophical and Educational Studies", dedicated to the Day of Europe The event will be held on 9-10 May 2024 at Kherson National Technical University at the Department of General Humanities and Natural Sciences, Kherson, Khmelnytskyi The purpose of the event is to understand modern philosophical, educational and communication problems, integration of higher education institutions into the European educational environment, humanisation and humanitisation of the modern educational space.
Dorota Łażewska, Deconstructed education as a challenge for the teacher of the 21st century Education has always been shaped (constructed) under the influence of diverse philosophical conceptions concerning the world, man and society. For educational theory and practice are to philosophical premises as effects are to causes. Whilst a deconstructive mentality prevails in 21st century education, hence we have deconstructed education. This mentality influences interpretations of literary texts and the way dialogue is conducted. It is reflected in the negation of the right understanding of a set text in favour of many diverse interpretations, whilst teacher pupil dialogue is not aimed at an unequivocal assessment of things and phenomena. Universities are also subject to deconstructionism. The consequence in this case is a rejection of the pedagogical function of universitas studiorum in favour of business interests. The mass media has also succumbed to deconstructionism. For deconstructionism propagates the ambiguity of truth, reinforces the conviction of the non-existence of absolute truth, and the end of the so-called grand narratives. The deconstructed education of the 21st century is based on a radical pluralism, a polytheism of values, and on a multiplicity of moral authorities.
The Precarious Future of Education
2017
Aim of the Series Within the last three decades, education as a political, moral, and ideological practice has become central to rethinking not only the role of public and higher education, but also the emergence of pedagogical sites outside of the schools-which include but are not limited to the Internet, television, fi lm, magazines, and the media of print culture. Education as both a form of schooling and public pedagogy reaches into every aspect of political, economic, and social life. What is particularly important in this highly interdisciplinary and politically nuanced view of education are a number of issues that now connect learning to social change, the operations of democratic public life, and the formation of critically engaged individual and social agents. At the center of this series will be questions regarding what young people, adults, academics, artists, and cultural workers need to know to be able to live in an inclusive and just democracy and what it would mean to develop institutional capacities to reintroduce politics and public commitment into everyday life. Books in this series aim to play a vital role in rethinking the entire project of the related themes of politics, democratic struggles, and critical education within the global public sphere.
Editors' Introduction to Forces of Education
Forces of Education: Walter Benjamin and the Politics of Pedagogy, 2023
The pleasure of teaching is an act of resistance. " bell hooks, Teaching to Transgress I It is no coincidence that we propose considering the German Jewish critic and philosopher Walter Benjamin a seminal thinker of pedagogy at the precise moment when our pedagogical institutions seem radically put to the test. If Benjamin's eighth thesis "On the Concept of History" holds "that the 'state of emergency' in which we live is not the exception but the rule, " this historical diagnosis must be fathomed to include the educational circumstance. 1 Given the countless calamities pedagogical institutions are facing two decades into the twenty-first century, the statement that education is "in crisis" reads less like a proposition of true diagnostic value than the citation of an analytic cliché whose appearance within a critical discussion of the state of pedagogy is simply expected if not prescribed. Looking back at its recent history, we observe not only that the university has undergone grave transformations in terms of its self-understanding and institutional structure, but also that it appears as a site of active ruination and perpetuated calamity. 2 Reminding the reader of the birth of the modern university through Wilhelm von Humboldt's humanist visions seems like a tasteless joke if we consider the neoliberal agenda that the university, first and foremost in Anglo-American countries, has come to fulfill. Humboldt saw universities as Freistätte, that is, places of freedom, whose task it was to host nothing but the spiritual life of humanity. 3 An affirmation of such freedom and its profession-in the declarative sense of to professcan be discerned in Jacques Derrida's 1999 prospect of a université sans condition. 4 The rather triste reality of our current situation, however, makes these conceptions seem like increasingly distant fantasies. Even before the COVID-19 pandemic shook up the global educational landscape in unprecedented ways, the university had lost touch with its ideal. While the European Union instituted the so-called "Bologna