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Charles Bingham [14]Charles W. Bingham [1]
  1. Gert Biesta & Charles Bingham (2012). Response to Caroline Pelletier's Review of Jacques Rancière: Education, Truth, Emancipation. Studies in Philosophy and Education 31 (6):621-623.
  2. Charles Bingham (2011). Two Educational Ideas for 2011 and Beyond. Studies in Philosophy and Education 30 (5):513-519.
    In this article, I argue that education has come to a crossroads. It is so easy to become educated that the role of the teacher can be seen as redundant. Because of this fact, it is time to reconsider what the teacher does, and whether the aim of clear communication by the teacher can, or should, be an educational goal. I argue that clear communication can no longer be embraced. Instead I offer two new educational ideas for 2011 and beyond. (...)
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  3. Charles Bingham (2010). Settling No Conflict in the Public Place: Truth in Education, and in Rancièrean Scholarship. Educational Philosophy and Theory 42 (5):649-665.
    This essay offers an educational understanding of truth deriving from the work of Jacques Rancière. Unlike other educational accounts—the traditional, progressive, and critical accounts—of truth that take education as a way of approaching pre-existing truths (or lack of pre-existing truths), this essay establishes an account of truth that is intrinsic to education. It uses Rancière's language theory to do so, showing that Rancière's own perspective on truth is in fact opposed to the one so often promoted in and through education. (...)
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  4. Charles Bingham (2009). Under the Name of Method: On Jacques Rancière's Presumptive Tautology. Journal of Philosophy of Education 43 (3):405-420.
    This paper investigates the philosophical method of Jacques Rancière, with special attention to use of the 'presumptive tautology'. It distinguishes between the Enlightenment conception of method as universally applicable technique, and the philosophical conception of method as a certain style that has been invented by a certain person. Ultimately, the paper puts the methodology of Rancière's The Ignorant Schoolmaster under scrutiny.
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  5. Charles Bingham (2007). Montaigne, Nietzsche, and the Mnemotechnics of Student Agency. Educational Philosophy and Theory 39 (2):168–181.
  6. Charles W. Bingham (2007). Derrida on Teaching: The Economy of Erasure. Studies in Philosophy and Education 27 (1):15-31.
  7. Charles Bingham (2006). Before Recognition, and After: The Educational Critique. Educational Theory 56 (3):325-344.
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  8. Charles Bingham (2006). The Literary Life of Educational Authority. Journal of Philosophy of Education 40 (3):357–369.
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  9. Charles Bingham (2005). The Hermeneutics of Educational Questioning. Educational Philosophy and Theory 37 (4):553–565.
  10. Charles Bingham (2002). On Paulo Freire's Debt to Psychoanalysis: Authority on the Side of Freedom. Studies in Philosophy and Education 21 (6):447-464.
    Paulo Freire's major work, Pedagogy of the Oppressed, owes adebt to psychoanalysis. In particular, as this paper argues,Freire's account of teacher authority needs to be understoodthrough psychoanalytic sensibilities. Paulo Freire maintains thatteacher authority can be ``on the side of freedom.'' This is ahighly charged claim given that liberalist traditions generallycast authority as the enemy of freedom. Breaking with liberalunderstandings of authority, Freire's ``authority on the sideof freedom'' is a matter of maintaining the delicate psychicbalance that leads neither to domination nor (...)
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  11. Charles Bingham (2001). What Friedrich Nietzsche Cannot Stand About Education: Toward a Pedagogy of Self-Reformulation. Educational Theory 51 (3):337-352.
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  12. Charles Bingham & Alexander Sidorkin (2001). Aesthetics and the Paradox of Educational Relation. Journal of Philosophy of Education 35 (1):21–30.
  13. Charles Bingham (1999). Language and Intersubjectivity. Philosophy in the Contemporary World 6 (3/4):9-14.
    Using the work of Maurice Merleau-Ponty and Jessica Benjamin, I here describe the role of language in achieving intersubjective relationships among persons.
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  14. Linda Laidlaw, Ann E. Fordon, Jacqueline Davis, Jennifer A. Vadeboncoeur, Mary Bushnell, Michael Romanowski, Charles Bingham, Barbara J. Thayer-Bacon, Krempasky Jr & William B. Stanley (1999). Book Review Section 1. [REVIEW] Educational Studies 30 (3-4):297-387.
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  15. Charles Bingham (1998). The Goals of Language, the Language of Goals: Nietzsche's Concern with Rhetoric and its Educational Implications. Educational Theory 48 (2):229-240.
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