David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Ethics and Education 7 (2):149-161 (2012)
Thayer-Bacon uses this opportunity to further explore Rancière's ideas concerning equality as described in The Ignorant Schoolmaster and their connection to democracy, as he explains in Hatred of Democracy. For Rancière, intelligence and equality are synonymous terms, just as reason and will are synonymous terms. Rancière recommends the only way to really teach a student is by viewing the student as an equal. Thayer-Bacon learned to view students as equals through her experience as a Montessori teacher, and so she brings Montessori into conversation with Rancière to further explore the idea of equality between teachers and students, as well as between citizens in a democracy. There are problems with both Rancière's perspective and Montessori's that feminist theory, in the form of a relational ontology and epistemology, can help us solve by finding our way out of the paradoxes of democracy and on to trusting our students, our future democratic citizens
|Keywords||No keywords specified (fix it)|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Maria Montessori (1912/2002). The Montessori Method. Dover Publications.
Citations of this work BETA
No citations found.
Similar books and articles
Jan Masschelein (2010). Hatred of Democracy ... And of the Public Role of Education. Introduction to the Special Issue on Jacques Rancière. Educational Philosophy and Theory 42 (5):509-522.
Maarten Simons & Jan Masschelein (2010). Hatred of Democracy ... And of the Public Role of Education? Introduction to the Special Issue on Jacques Rancière. Educational Philosophy and Theory 42 (5-6):509-522.
Oliver Davis, What Follows From Jacotisme? Exploring Jacques Rancière's Concept of "Declarative" or "Active" Equality.
Claudia W. Ruitenberg (2010). Queer Politics in Schools: A Rancièrean Reading. Educational Philosophy and Theory 42 (5):618-634.
Jeff Love & Todd May (2008). From Universality to Inequality. Symposium 12 (2):51-69.
Charles Andrew Barbour (2010). Militants of Truth, Communities of Equality: Badiou and the Ignorant Schoolmaster. Educational Philosophy and Theory 42 (2):251-263.
Gert Biesta (2010). Learner, Student, Speaker: Why It Matters How We Call Those We Teach. Educational Philosophy and Theory 42 (5):540-552.
Jane Mcdonnell (2013). Reimagining the Role of Art in the Relationship Between Democracy and Education. Educational Philosophy and Theory 46 (1):1-13.
Colin McQuillan (2011). The Intelligence of Sense: Rancière’s Aesthetics. Symposium: The Canadian Journal of Continental Philosophy 15 (2):11-27.
Goele Cornelissen (2010). The Public Role of Teaching: To Keep the Door Closed. Educational Philosophy and Theory 42 (5):523-539.
Peter Hallward (2009). Staging Equality : Rancière's Theatrocracy and the Limits of Anarchic Equality. In Gabriel Rockhill & Philip Watts (eds.), Jacques Rancière: History, Politics, Aesthetics. Duke University Press.
Maarten Simons & Jan Masschelein (eds.) (2011). Rancière, Public Education and the Taming of Democracy. Wiley-Blackwell.
Daniel Friedrich, Bryn Jaastad & Thomas S. Popkewitz (2010). Democratic Education: An (Im)Possibility That yet Remains to Come. Educational Philosophy and Theory 42 (5-6):571-587.
Joseph J. Tanke (2010). Why Rancière Now? Journal of Aesthetic Education 44 (2):pp. 1-17.
Sorry, there are not enough data points to plot this chart.
Added to index2012-11-24
Recent downloads (6 months)0
How can I increase my downloads?