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  1. John Baldacchino (2014). Art's False “Ease”: Form, Meaning and a Problematic Pedagogy. Studies in Philosophy and Education 33 (4):433-450.
    This paper argues that in foregoing the questions that emerge from the dialectical relationship between form and meaning, an intrinsic fallacy mistakes the relationship between the arts and education for a simplistic mechanism of signification—a false “ease”—where empty forms are supposedly given meaning by ethical and aesthetic givens as if the pedagogy of art were analogous to an empty room that was (or still needs to be) inhabited. Art’s false “ease” presents a tautology that presumes the relationship between the arts (...)
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  2. John Baldacchino (2013). Willed Forgetfulness: The Arts, Education and the Case for Unlearning. Studies in Philosophy and Education 32 (4):415-430.
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  3. John Baldacchino (2011). Notes on Contributors_798 699.. 700. Educational Philosophy and Theory 43 (6).
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  4. John Baldacchino (2011). 'Relative Ignorance': Lingua and Linguaggio in Gramsci's Concept of a Formative Aesthetic as a Concern for Power. Educational Philosophy and Theory 43 (6):579-597.
    This essay looks at the relationship between formative aesthetics, language and the historical anticipation that begins with Antonio Gramsci's discussion of Kant's idea of noumenon. In Gramsci both education (as formazione) and aesthetics stem from a concern for power in terms of the hegemonic relations that are inherent to history as a political horizon. The title cites Gramci's suggestion that Kant's noumenon should be read as a proviso set apart by a ‘relative ignorance’ of reality [‘relativa ignoranza’ della realtà] to (...)
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  5. John Baldacchino (2008). Art After Beauty: Values Before Standards. Analecta Husserliana 97:21-32.
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  6. John Baldacchino (2008). 'The Power to Develop Dispositions': Revisiting John Dewey's Democratic Claims for Education. Journal of Philosophy of Education 42 (1):149-163.
    This article reviews John Dewey and Our Educational Prospect, A Critical Engagement with Dewey's Democracy and Education, edited and spearheaded by David T. Hansen, with contributions by Gert Biesta, Reba N. Page, Larry A. Hickman, Naoko Saito, Gary D. Fenstermacher, Herbert M. Kliebard, Sharon Fieman-Nemser and Elizabeth Minnich. This review will not only praise and evaluate the merits of this book, but will also attempt to frame this new study of Dewey within the challenges that continue to engage education in (...)
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  7. John Baldacchino (2004). The ConvergentI': Empathy as an Aesthetic Category. Analecta Husserliana 83:505-520.
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  8. Paula Allman, Estanislao Antelo, Ursula Apitzsch, Stanley Aronowitz, John Baldacchino, Joseph A. Buttigieg, Diana Coben, Gustavo Fischman, Benedetto Fontana, Henry A. Giroux, Jerrold L. Kachur, D. W. Livingstone, Peter McLaren, Peter Mayo, Attilio Monasta, W. J. Morgan, Raymond A. Morrow, Silvia Serra & Carlos Alberto Torres (2002). Gramsci and Education. Rowman & Littlefield Publishers.
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