From Waiting for the Bus to Storming the Bastille: From Sartrean seriality to the relationships that form classroom communities
David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Educational Philosophy and Theory 44 (2):183-195 (2012)
One of the tasks of Jean-Paul Sartre's later work was to consider how an individual could live freely within a free community. This paper examines how Sartre describes the process of group formation and the implications of this discussion for education. The paper begins with his metaphor of a bus queue in order to describe a series. Then, by means of Sartre's analysis of the storming of the Bastille, the discussion expands to show how a series becomes a genuine group. Finally, suggestions are offered, extrapolated from Sartre's theorizing about groups, as to how teachers might create and maintain genuine groups in and across schools rather than having them remain merely collections of individuals organized from outside. Throughout the paper, the implications of Sartre's insights into groups and educational settings are examined
|Keywords||community Sartre education group‐in‐fusion existentialism|
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References found in this work BETA
Jean-Paul Sartre (1956). Being and Nothingness. Distributed by Random House.
Nel Noddings (1996). On Community. Educational Theory 46 (3):245-267.
Maxine Greene (1973). Teacher as Stranger. Belmont, Calif.,Wadsworth Pub. Co..
Barbara J. Thayer-Bacon & Charles S. Bacon (1997). Philosophy Applied to Education Nurturing a Democratic Community in the Classroom.
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