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Granularity: An Ontological Inquiry Into Justice and Holistic Education
This book presents an original exploration of philosophical questions pertaining to the ways we grasp the Absolute by bringing together the Buddhist notion of interpermeation of all phenomena into contemporary strains of thought in continental philosophy. This text introduces an ontological concept, granularity, deploying it to probe questions concerning the intersection of ontology, ethics, and education. A wide range of issues in metaphysics are covered—including being, nothingness, unity, plurality, truth, change, transformation, subjectivity, contradiction, coherence, potentiality—from the perspective of thinkers such as Hegel, Heidegger, Badiou, Meillassoux, Malabou, Žižek, and Harman. The text deploys granularity in arguing for an ethics of unconditional hospitality within education. This volume is intended for students and researchers working in the areas of philosophy of education, philosophy of religion, and continental philosophy.
Putting Theory into Practice in the Contemporary Classroom
This collection of fourteen essays by scholars from Canada, Europe, the United Kingdom, and the United States emerges from a growing interest in the ways postmodern theory can illuminate not just the products and ideas of high culture, but also the ins and outs of everyday life. Taking the university classroom, broadly construed, as a site of theoretical investigation, this volume helps us to understand troublesome classroom dynamics as well as offering pedagogical strategies for dealing with them. It also illuminates current pressures on higher education that find expression in the classroom. As a forum for these issues, these essays draw upon Deleuzian, feminist, Foucauldian, and psychoana...
Philosophy as Interplay and Dialogue
Philosophy as Interplay and Dialogue is an original and stimulating collection of essays. It covers conceptual and critical works relevant to current theoretical developments and debates. An international group of philosophers of education come together each summer on a Greek island. This book is the product of their diligent philosophical analysis and extended dialogues. To deploy their arguments, the authors draw on classical thinkers and contemporary prominent theorists, such as Badiou and Malabou, with fresh and critical perspectives. This book thus makes an original contribution to the field. (Series: Studies on Education, Vol. 5) [Subject: Philosophy of Education]
Cosmopolitanism: Educational, Philosophical and Historical Perspectives
This volume discusses perspectives on cosmopolitanism, as well as concepts and the work of key figures. For example, it examines educational, philosophical and historical perspectives, deals with such issues as citizenship, internationalism, patriotism, globalization, hegemony and many other topics. It brings together works on Alain Badiou, Giorgio Agamben, Ernesto Laclau, Bruno Latour and Homi Bhabha with works on Whitman, Kant, Martha Nussbaum, Thomas Pogge, Onora O’Neill and Philippe Van Parijs. The book engages in the new dialogue on cosmopolitanism from a variety of outlooks. It advances that dialogue and problematizes it through as yet unexplored paths. Its chapters respond to the intricacies of current discourses on cosmopolitanism and related notions and take into account both affirmative and negative stances to cosmopolitanism and its educational significance. Overall, the book relies on such stances as background material in order to transcend them and offer fresh perspectives on cosmopolitan stakes. It makes use of a recent tendency in political philosophical and cultural-critical debates that opens a possibility of more nuanced approaches to old ‘-isms’.
The Government of Things
"Critically engaging with some limitations of new materialist scholarship, Lemke draws on Foucault's concept of a "government of things" to propose a relational understanding of political ontologies"--
Plasticity and Education
This book explores the engagement between the philosophical concept of ‘plasticity’ and the radically changing space of educational thinking. Plasticity is a central concept in the philosophy of Catherine Malabou. It represents a new metaphor for the space between the creation, resistance, and total dissolution of form. Plasticity designates the most prominent feature of the human being: the feature of shaping itself, receiving shape from outside, continually changing yet always indebted to its history. Differing from the formlessness of ‘flexibility’ – the notion that form can change into anything without resistance or consequence – plasticity represents a radical restructuring ...
Normative Tensions
The expansion of Western education overseas has been both an economic success, if the numbers of American, European, and Australian universities setting up campuses in Asia and the Middle East is a measure -- and a source of consternation for academics concerned with norms of free inquiry and intellectual freedom. Faculty at Western campuses have resisted the new satellite campuses, fearing that colleagues on those campuses would be less free to teach and engage in intellectual inquiry, and that students could be denied the free inquiry normally associated with liberal arts education. Critics point to the denial of visas to academics wishing to carry out research on foreign campuses, the sud...
Educational Philosophy and New French Thought
Contemporary French philosophy perhaps reached a high point during the 1970s with the likes of Gilles Deleuze, Michel Foucault and Jacques Derrida. Since that time, thinkers such as Francois Laruelle, Bernard Stiegler, Quentin Meillassoux and Catherine Malabou have continued on in this strong tradition, while deepening and rethinking many of the parameters that have made contemporary French philosophy so powerful and useful for understanding the contemporary condition. For example, new French thought has reengaged with the relationships between thought, science and universal commercial interests, and has investigated purposefully the possibilities of post-capitalist theorising. This book, wh...
From Narcissism to Nihilism
This book explores how the myth of Narcissus, which is at once about self-love and self-destruction, desire and death, beauty and pain, became an ambivalent symbol of humanistic endeavour, and articulated the conflicts of early modern authorship. In early modern literature, there were expressions of humanistic self-congratulation that sometimes verged on narcissism, and at the same time expressions of self-doubt and anxiety that verged on nihilism. The themes of self-love and self-negation had a long history in western thought, and this book shows how the medieval treatments of the themes developed into something distinctive in the sixteenth century. The two themes, either individually or co...
What Comes After Postmodernism in Educational Theory?
Marking the fiftieth anniversary of the Educational Philosophy and Theory journal, this book brings together the work of over 200 international scholars, who seek to address the question: ‘What happened to postmodernism in educational theory after its alleged demise?’. Declarations of the death knell of postmodernism are now quite commonplace. Scholars in various disciples have suggested that, if anything, postmodernism is at an end and has been dead and buried for some time. An age dominated by playfulness, hybridity, relativism and the fragmentary self has given way to something else—as yet undefined. The lifecycle of postmodernism started with Derrida’s 1966 seminal paper ‘Structure, Sign and Play in the Discourse of the Human Sciences’; its peak years were 1973–1989; followed by uncertainty and reorientation in the 1990s; and the aftermath and beyond (McHale, 2015). What happened after 2001? This collection provides responses by over 200 scholars to this question who also focus on what comes after postmodernism in educational theory. This book was originally published as a special issue of the journal Educational Philosophy and Theory.
