This book considers the efficacy of the common regulatory model of the licensing regime as a means of regulating animal use in England, with a particular focus on wild animals and the regime’s ability to ensure animal welfare needs are met. Using information gleaned from over 550 inspection reports relating to the period 2008 through 2019, obtained using FOI Act requests, the book analyses the extent to which animals used by these industries are protected by law. Tyson analyses the (...) limitations present in the practical application of English legislation responsible for creating a number of relevant licensing regimes.The regimes discussed include: The Zoo Licensing Act 1981, the now repealed Welfare of Wild Animals in Travelling Circuses Regulations 2012, and the Animal Welfare Regulations 2018, introduced under the Animal Welfare Act 2006. Exploring the weakness in the use of this type of regulatory model, Tyson proposes compelling recommendations for change in future policy development. Making an important contribution to the question of enforcement of animal welfare laws, this book provides useful and original insights into the implementation of licensing regimes, and will be of particular interest to scholars of animal welfare law, animal ethics, and critical animal studies. (shrink)

In Tague's book, An Ape Ethic and the Question of Personhood, he presents his call for what he refers to as “Ape Forest Sovereignty” in three parts. In the first part of the book, he explores “The Case for an Ape Ethic.” Here he lays the groundwork for his call for Ape Forest Sovereignty, arguing that apes are ethical players in both their ecosystems and within their society's social structures. He explores this argument through the lens of “personhood,” a concept (...) that he recognizes as having multiple facets: legal, ethical, and metaphysical. He is clear that, in his exploration of the concept of personhood, “An Ape Ethic is not a legal argument but, nonetheless, a call for recognition of great apes as persons of tropical forests” (p. 4). This point is where I find the book somewhat lacking in ways that I will explore later in this review.Tague goes on in Part 2, which deals with cognition and environmental adaptation, and Part 3, which deals with the complex social interactions in ape societies, to build a convincing and extremely well-referenced argument, leaving the reader in little doubt as to his call that, if humans can be considered “persons,” there is very good reason to also consider apes as “persons,” too. These parts of the book will be useful for those interested in ape cognition and social structure as they bring together both historical and current work on this issue from a truly global perspective. It is perhaps the most current and comprehensive analysis of these points in print today and will serve students and those with an interest in those subjects extremely well.In addition to possessing the relevant cognitive and social attributes that would see them considered “persons,” Tague further argues that great apes—and he makes particular mention of orangutans throughout the book—operate in such a way that is intrinsically morally good in their interactions with their environment. Indeed, the existence of great apes in forest environments, says Tague, actively benefits those environments, particularly in their role as important seed dispersers. Tague argues that this establishes great apes as “moral eco-engineers” who, in stark contrast to the damaging capitalist social and political structures maintained by humans that have had such devastating impact on global forest environments, actively benefit their environment.Drawing together the various threads of his analysis, Tague argues that apes should be considered “forest persons” and be granted sovereignty over their forest land.Frustratingly, having laid an intricate groundwork as the basis of his call for ape personhood that, he says, is the rationale for the call for ape land sovereignty, Tague devotes very little of the book to his radical and compelling call. I had hoped that the final chapter of the book would explore exactly what ape sovereignty might look like in practice. The book left me with more questions than answers in this regard, and I would have liked Tague to explore the practical potential of his call in his concluding chapter.An exploration of the practical outcomes would be complex and could not help but become not just ethical, but also political and legal in nature. Land sovereignty cannot just be considered through an ethical lens, but must be addressed though the political and legal constructs upon which the principle of land sovereignty is based. For example, I would have liked to have seen Tague's work explore the following questions: How would nation states within whose jurisdiction these forests are located cede sovereignty to apes and how might it be maintained or managed?How would humans living or working in these forests, particularly those with long-standing ancestral land rights over the same land in question, interact with apes within these spaces?How would other nonhuman species who also share the environment engage and exist within these spaces? Would or could there be any feasible ceding of land sovereignty to nonhuman species when the principle of land sovereignty is based on human-made political and legal principles and, indeed, while indigenous human populations continue to struggle for their sovereignty to be recognized and respected?I was also left wondering how Tague's call might apply to captive apes. The theory espoused in the book relies heavily on land sovereignty being granted to apes on the basis of them being “moral eco-engineers” of their forest homes. I would be interested to understand where this might leave apes born or maintained in captivity who cannot, and will not, ever form part of free-living societies in those forest environments. If ape personhood and, by extension, the right to land sovereignty, is contingent on those apes playing a positive conservation role in their natural environment, one can perhaps conclude that captive apes are excluded from personhood recognition due to their inability to play this role. I would be interested to understand where Tague positions captive apes within his theory.Important work has been done in this academic area, most notably by Donaldson and Kymlicka (2013) in their book Zoopolis and, specifically, in the chapter “Wild Animal Sovereignty.” Tague does reference this work in parts of his text and it may be that An Ape Ethic and Zoopolis could be read together, with the arguments of one informing, and providing context, to the other. That said, I would have been interested to understand Tague's specific view on the practical implementation of his call for ape land sovereignty, perhaps in a volume of work to accompany the text currently under consideration.Tague's book presents an urgent and compelling argument that, under human management, forest habitats are under immediate threat of irreparable harm. His call to cede land to nonhuman “forest persons” who will better care for and maintain this land—which is vital for the health and welfare of all living beings on Earth—is a radical and important one. I hope Tague continues to develop and expand on this work in the near future to explore the way in which his call might be realized in practice. (shrink)

This article discusses the "pinioning" of birds in English zoos. Pinioning is the partial amputation of a bird’s wing and renders the individual permanently flightless. Around 5,650 birds have been pinioned in five Wildfowl and Wetlands Trust (WWT) zoos in England. Licenses are held by the WWT under the Wildlife and Countryside Act 1981 to allow the shooting of free-living birds in order to prevent interference with the captive pinioned birds. The associated practices of pinioning and shooting are considered in (...) legal and ethical contexts. It is concluded that there is no compelling case to support the continuation of pinioning. (shrink)

This remarkable book is about everything from echidnas to evolution, cosmology to cooking, sex and science and spirits to Schrodinger's cat. Tyson Yunkaporta looks at global systems from an Indigenous perspective. He asks how contemporary life diverges from the pattern of creation. How does this affect us? How can we do things differently? Sand Talk provides a template for living. It's about how lines and symbols and shapes can help us make sense of the world. It's about how we (...) learn and how we remember. It's about talking to everybody and listening carefully. It's about finding different ways to look at things. Most of all it's about Indigenous thinking, and how it can save the world. (shrink)

If the world itself is metaphysically indeterminate in a specified respect, what follows? In this paper, we develop a theory of metaphysical indeterminacy answering this question.

Radical moral encroachment is the view that belief itself is morally evaluable, and that some moral properties of belief itself make a difference to epistemic rationality. To date, almost all proponents of radical moral encroachment hold to an asymmetry thesis: the moral encroaches on rational belief, but not on rational credence. In this paper, we argue against the asymmetry thesis; we show that, insofar as one accepts the most prominent arguments for radical moral encroachment on belief, one should likewise accept (...) radical moral encroachment on credence. We outline and reject potential attempts to establish a basis for asymmetry between the attitude types. Then, we explore the merits and demerits of the two available responses to our symmetry claim: (i) embracing moral encroachment on credence and (ii) denying moral encroachment on belief. (shrink)

The pressure for results applied by some research funders concerns some academicians. Sometimes, for example, a sponsor requests preliminary data that the researcher is not ready to release. This paper presents three interviews — two with researchers and one with a representative from industry — dealing with these issues and makes recommendations on the basis of those interviews. It also looks briefly at the different norms that exist in industry and academia for research and communication and the tensions these can (...) cause for a scientist working simultaneously in both realms. (shrink)

Focuses on the encounters of feminist and queer theories, on the ways in which basic terms such as - sex, gender, and sexuality change meaning as they move from one body of theory to another. This book includes essays by Judith Butler, Evelynn Hammonds, Biddy Martin, Kim Michasiw, Carole-Anne Tyler, and Elizabeth Weed.

Cinema Derrida charts Jacques Derrida's collaborations and appearances in film, video, and television beginning with 1983's Ghost Dance (dir. Ken McMullen, West Germany/UK) and ending with 2002's biographical documentary Derrida (dir. Dick and Ziering, USA). In the last half of his working life, Derrida embraced popular art forms and media in more ways than one: not only did he start making more media appearances after years of refusing to have his photo taken in the 1960s and 1970s, but his philosophy (...) started to draw more explicitly from visual culture and artistic endeavours. While this book offers explanations of this transition, it contends the image of "Jacques Derrida" that emerges from film and TV appearances remains spectral, constantly deferring a complete grasp of him. Tyson Stewart draws out the main tenets of spectrality from Derrida's seminal texts Of Grammatology and Specters of Marx and other writings, like Echographies of Television, in order to fill a gap in studies of Derrida and film. Throughout the book, he explains how various techniques and spectral effects such as slow motion, stillness, repetition, mise-en-abîme, direct address, and focus on body parts/bodily presence bring about a structure of spectrality wherein the past other returns to make impressions and ethical demands on the viewer. Drawing on communication theory and film and media studies, Cinema Derrida makes a major intervention in classical communication thought. (shrink)

The concept of empathy in history education involves students in the attempt to think within the context of historical agents’ particular predicaments. Tracing the concept’s philosophical heritage to R. G. Collingwood’s philosophy of history and ‘re-enactment doctrine’, this article argues that our efforts in history classrooms to understand historical agents by their own standards are constrained by a tension that arises out of the need to disconnect ourselves from a present that provides the very means for understanding the past. Though (...) rather than serving to undermine the concept, it is proposed that the moderate hermeneutics of H.-G. Gadamer, through a positive conception of prejudice, tradition and temporal distance, transforms the factors typically seen as inhibitors to empathy’s operation into those that potentially enable it. The article aspires to shed new light on what is at play when history students engage in the intellectually demanding task of empathizing in history. (shrink)

In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional (...) logic of learning, opening up a new space and time for educational freedom to emerge. Drawing upon the work of Italian philosopher and critical theorist Giorgio Agamben, Lewis provides a conceptually and poetically rich account of the interconnections between potentiality, freedom, and study. Through a mixture of educational critique, phenomenological description, and ontological analysis, Lewis redeems study as an invaluable and urgent educational experience that provides alternatives to the economization of education and the cooptation of potentiality in the name of efficiency. The resulting discussion uncovers multiple forms of study in a variety of unexpected places: from the political poetry of Adrienne Rich, to tinkering classrooms, to abandoned manifestos, and, finally, to Occupy Wall Street. By reconnecting education with potentiality this book provides an educational philosophy that undermines the logic of learning and assessment, and turns our attention to the interminable paradoxes of studying. The book will be key reading for scholars in the fields of educational philosophy, critical pedagogy, foundations of education, composition and rhetoric, and critical thinking and literacy studies. (shrink)

(2003). Transiting the familiar and the strange. Philosophy & Geography: Vol. 6, No. 1, pp. 117-122.

Introduction: human rights in healthcare -- A right to treatment? the allocation of resouces in the National Health Service -- Ensuring quality healthcare: an issue of rights or duties? -- Autonomy and consent in medical treatment -- Treating incompetent patients: beneficence, welfare and rights -- Medical confidentiality and the right to privacy -- Property right in the body -- Medically assisted conception and a right to reproduce? -- Termination of pregnancy: a conflict of rights -- Pregnancy and freedom of choice (...) -- The right to life at the end of life -- The law and ethics of assisted dying: is there a right to die? (shrink)

In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is (...) missing a concept of democracy adequate to the biopolitical struggles of the multitude. Thus, I call for a synthesis of Dewey and Hardt and Negri in order to generate a biopedagogical practice beyond both traditional models of education as well as current standardization. (shrink)

It has recently been reported that some hospitals in the UK have placed a blanket restriction on the provision of maternal request caesarean sections as a result of the COVID-19 pandemic. Pregnancy and birthing services are obviously facing challenges during the current emergency, but we argue that a blanket ban on MRCS is both inappropriate and disproportionate. In this paper, we highlight the importance of MRCS for pregnant people’s health and autonomy in childbirth and argue that this remains crucial during (...) the current emergency. We consider some potential arguments—based on pregnant people’s health and resource allocation—that might be considered justification for the limitation of such services. We demonstrate, however, that these arguments are not as persuasive as they might appear because there is limited evidence to indicate either that provision of MRCS is always dangerous for pregnant people in the circumstances or would be a substantial burden on a hospital’s ability to respond to the pandemic. Furthermore, we argue that even if MRCS was not a service that hospitals are equipped to offer to all pregnant persons who seek it, the current circumstances cannot justify a blanket ban on an important service and due attention must be paid to individual circumstances. (shrink)

On a rainy day in May 1988, a lowland gorilla named Willie B. stepped outdoors for the first time in twenty-seven years, into a new landscape immersion exhibit. Born in Africa, Willie B. had been captured by an animal collector and sold to a zoo. During the decades he spent in a cage, zoos stopped collecting animals from the wild and Americans changed the ways they wished to view animals in the zoo. Zoos developed new displays to simulate landscapes like (...) the Amazon River basin and African forests. Exhibits similar to animals' natural habitats began to replace old-fashioned animal houses. But such displays are only the most recent effort of zoos to present their audiences with an authentic experience of nature. Since the first zoological park opened in the United States in Philadelphia in 1874, zoos have promised their visitors a journey into the natural world. And for more than a century they have been popular places for education and recreation: every year more than 130 million Americans go to zoos to look at the animals and enjoy a day outdoors. The first book-length history of American zoos, Animal Attractions examines the meaning of nature in the city by looking at the ways zoos have assembled and displayed their animal collections. Situated literally and culturally in the American middle landscape, zoos are concrete expressions of longstanding tensions between wildness and civilization, science and popular culture, education and entertainment. In their efforts to promote nature appreciation, they reveal much about how our culture envisions the natural world and the human place in it and how these ideas have changed. (shrink)

In this paper, Tyson E. Lewis challenges the dominant theoretical and practical educational responses to globalization. On the level of public policy, Lewis demonstrates the limitations of both neoliberal privatization and liberal calls for rehabilitating public schooling. On the level of pedagogy, Lewis breaks with the dominant liberal democratic tradition which focuses on the cultivation of democratic dispositions for cosmopolitan citizenship. Shifting focus, Lewis posits a new location for education out of bounds of the common sense of public versus (...) private, nationalism versus cosmopolitanism, inclusion versus exclusion, human versus civil rights. This is the space of the commonwealth whose actors cannot be identified as ‘citizens’ but are rather the anonymous multitude. In conclusion, Lewis finds a model for organizing this commonwealth in the work of Ivan Illich, whose learning networks speak to the urgent political and pedagogical need for exodus from the conceptual vocabulary that defines much of the contemporary field of educational theory. (shrink)

The history of the idea of progress and the history of the concept of progress are two different things, not least because they emanate from considerably different intellectual traditions. In anglophone history of ideas, progress has typically been viewed as a belief. Historians of ideas explore the past evaluating the extent to which a given society met certain conditions of belief. By contrast, in the history of concepts as developed by Reinhart Koselleck, progress has occupied the dual role of a (...) ‘basic concept’ that grasps modern sociopolitical reality and a ‘collective singular’ that aggregates previous and adjacent meanings in the one linguistic unit. This article compares these two historical research programmes, highlights their merits and deficiencies, and concludes by offering a new approach to the history of concepts as suggested by R.G. Collingwood’s theory of a scale of forms. In each of the approaches to the history of ideas and concepts addressed, particular attention is given to the problem of what qualifies as progress, and thus to a longstanding problem concerning the attribution of progress to past societies routinely excluded from its history, including those left out by Koselleck’s conventional secular-modern thesis. (shrink)

In response to the growing emphasis on learning outcomes, life-long learning, and what could be called the learning society, scholars are turning to alternative educational logics that problematize the reduction of education to learning. In this article, we draw on these critics but also extend their thinking in two ways. First, we use Giorgio Agamben and Gilles Deleuze to posit two educational logics—tinkering and hacking, respectively—that suspend and render inoperative learning logics, expectations, and evaluative metrics. Second, we argue that contemporary (...) artists and designers such as Katerina Kamprani and Grupo de Arte Callejero have much to offer educational philosophers and theorists interested in practices of suspension. In conclusion, we suggest ways in which educators can tinker with and hack into the curriculum by playing with the quintessential embodiment of learning: the test. (shrink)

In a recent articles David Mouton has argued that immortality is compatible with one sort of physicalism. I believe that he fails to establish this thesis and that, moreover, this article contains several misconceptions having to do with the topic of immortality.

Inoperative Learning draws upon the movement towards a weak philosophy that is currently gaining ground in educational philosophy: this weak philosophy does not offer a set of solutions or guidelines for improving educational outcomes, but rather renders assumptions about the theory-practice coupling that is so popular in contemporary education inoperative. By arguing that such logic reduces education to merely instrumental ends, which can only be assessed in terms of predefined measurement tools, this book presents a challenge to contemporary notions of (...) education as learning. There are various forms of inoperative education that temporarily suspend the goal-directedness of learning. From the perspective of learning, the neutralization of progress, growth, and maturity would usually be seen as obstacles needing to be overcome on the path toward set goals. Yet Lewis argues that a serious investigation of inoperativity opens up possibilities that would be otherwise unavailable in a world fixated on the question of learning. In dialogue with philosophers (Agamben, Benjamin, and Esposito), as well as authors (Kafka and Walser), and qualitative researchers (Lather), Lewis turns our collective attention to what remains when concepts such as learning, child development, teacher effectivity, and personal growth are left idle. Inoperative Learning presents a radical rewriting of educational possibilities. It should therefore be of great interest to educational researchers and educational philosophers concerned with the question of alternative logics of education beyond learning. The book may also be of interest to educational policy specialists who are looking for new and innovative forms of critique and analysis. (shrink)

History educators find themselves in the peculiar situation of wishing to introduce students to the history discipline while lacking a clear conception of the features intrinsic to historical inquiry across its various specialisations and subject matters. In affirming that no one methodological charter hangs in the corridors of academic history departments, we fail to provide an adequate justification for an education in history. The doctrine that history is an exercise in disciplined knowledge, a specific way of knowing, is weakened by (...) disciplinary disquietude and dissimilitude. Three features impress themselves upon all who inquire into the past. In the learning and teaching of history, these three features assume a distinct structural shape. First, colligation consists in grouping the events and concepts to be studied according to their shared purposes. Second, historical distance, intimately tied up with tradition and collective memory, provides the means for identifying a past separate from the present to be studied in its own right. Third, reconstruction describes the process of supplying individual content to the general categories illuminated by the earlier stages. To work knowingly in this structure of historical inquiry offers no solutions to the problems of historical thinking, it is to work productively within these problems. (shrink)

In this paper I shift the center of utopian debates away from questions of ideology towards the question of power. As a new point of departure, I analyze Foucault's notion of biopower as well as Hardt and Negri's theory of biopolitics. Arguing for a new hermeneutic of biopolitics in education, I then apply this lens to evaluate the educational philosophy of John Dewey. In conclusion, the paper suggests that while Hardt and Negri are missing an educational theory, John Dewey is (...) missing a concept of democracy adequate to the biopolitical struggles of the multitude. Thus, I call for a synthesis of Dewey and Hardt and Negri in order to generate a biopedagogical practice beyond both traditional models of education as well as current standardization. (shrink)

Investors with a pro-social or sustainability agenda increasingly attempt to influence firm managers to adopt socially responsible behavior, either through positive/reward tactics or negative/punishment tactics. This paper considers how investors can use each approach to differentially influence managers to make more CSR investments. The paper uses game theory with an all-pay contest structure to model how a large institutional investor could reward firms for CSR activities by creating a socially responsible investment fund (reward contest) or punish firms via shareholder activism (...) (punishment contest). We identify conditions under which the punishment contest induces a higher level of CSR activity among firms compared to the reward contest. Managers bearing substantial private costs stemming from the activism is one such condition. Spillover effects are seen as the other managers in the economy engage in CSR to avoid being punished by the investor’s activism. This level of engagement is not the case when rewards are used—only those managers with an expectation of being rewarded increase their CSR activity in that scenario. This suggests, for example, that incorporating thresholds or tiers (e.g. gold, silver, and bronze-level winners) can increase the effectiveness of reward contests. Implications for designing both positive and negative CSR inducements are explored. We also identify the ethical dilemmas that relate to such influence attempts. (shrink)

In an effort to disrupt the hegemonic dominance of learning theory, in this article Tyson Lewis explores the unique educational logic of studying. Drawing on the work of Giorgio Agamben, we can understand the operation of study as one of suspension through three modes: preferring not; no longer, not yet; and as not. But the relationship between the operation of suspension and the everyday mode of learning remains an open question requiring further analysis. In order to accomplish this task, (...) it is important to remember that for Agamben, study is a kind of profanation or improper life. Through examining Heidegger's analytic of Dasein's everyday being, Lewis demonstrates that the nature of study is always already saturated with the everyday, and is itself a contaminated process that is neither simply everyday living nor “authentic” existence. To be absolutely precise, the studier engages in idle talk, is curious, and is caught up in ambiguity in order to explore the seemingly uninhabitable zone that rests between everyday falling and authentically standing. Lewis concludes by offering Agamben's own work as a paradigm of study, illustrating how the smallest of freedoms opens to the studier: the freedom to dwell in potentiality. (shrink)

Disability is primarily a social phenomenon -- a way of being a minority, a way of facing social oppression, but not a way of being inherently or intrinsically worse off. This is how disability is understood in the Disability Rights and Disability Pride movements; but there is a massive disconnect with the way disability is typically viewed within analytic philosophy. The idea that disability is not inherently bad or sub-optimal is one that many philosophers treat with open skepticism, and sometimes (...) even with scorn. The goal of this book is to articulate and defend a version of the view of disability that is common in the Disability Rights movement. To be physically disabled is not to have a defective body, but simply to have a minority body. (shrink)

In Ontological Aspects of Early Jewish Anthropology, Tyson L. Putthoff combines contemporary theory and sound exegesis to understand early Jewish beliefs about how the human self reacts ontologically in God s presence.".

More often than not, notes are conceptualized as a technology for helping students stay focused on and attentive to subject matter deemed educationally valuable. This article concerns itself, however, with how notes may interrupt and render inoperative this learning function. To probe the question of attention and distraction, the authors devised an experiment in note taking. Our question is whether or not these forms of rendering the learning function of notes inoperative have any educational value. In conclusion, we suggest that (...) such activities, while divorced from official, outcomes-based learning, do indeed have educational meaning: they make present the potentiality for thinking and acting without forcing such potentiality into measurable forms. What remains is the notes themselves, and the notational effects they in turn generated and continue to generate. (shrink)

Philosophical theories of gender are typically understood as theories of what it is to be a woman, a man, a nonbinary person, and so on. In this paper, I argue that this is a mistake. There’s good reason to suppose that our best philosophical theory of gender might not directly match up to or give the extensions of ordinary gender categories like ‘woman’.

Researchers consistently report that individuals see themselves acting far more ethically than comparable others when confronted with ethically uncertain work-related behaviors. They suggest that this belief encourages unethical conduct and contributes to the degeneration of business ethics; however, they have not specifically investigated the consequences of this belief. If undesirable work behaviors actually do occur, educators and other ethics advocates would be strongly encouraged to dispel this widely held notion.In the present study, data was collected from college students and practicing (...) accountants regarding how they and others would respond to ten ethical scenarios. Participants' perceptions were calculated and correlated to their decision in a hypothetical business case. Analysis indicated that individuals, regardless of age, gender, or work status, see themselves acting far more ethically than others. It also disclosed significant association between participants' own attitudes and the case response, but no significant association between the response and their attitudes relative to those perceived to be held by others. Believing that everyone else is less ethical, therefore, appears to have little impact on work behavior. (shrink)

Metaphysical orthodoxy maintains that the relation of ontological dependence is irreflexive, asymmetric, and transitive. The goal of this paper is to challenge that orthodoxy by arguing that ontological dependence should be understood as non- symmetric, rather than asymmetric. If we give up the asymmetry of dependence, interesting things follow for what we can say about metaphysical explanation— particularly for the prospects of explanatory holism.

In this article, the author rethinks critiques of the learning society using Giorgio Agamben’s theory of potentiality. Summarizing several major contributions to our understanding of the limitations of the discourse of learning, the author proposes that critics thus far have failed to fully pinpoint the exact danger of learning. Importantly, learning is not only a rejection of the democratic or political dimension of education but it is first and foremost predicated on a false ontology of potentiality. What is put at (...) risk in learning is a sacrifice of our (im)potential, our capacity to be or not to be this or that within the order of things. Through a reconstruction of Agamben’s theory of studying, the author argues for a different conceptualization of freedom in education, of teaching, and of the time of education. (shrink)

In this article, the authors utilize the philosophical methodology developed by Michael Hardt and Antonio Negri to formulate a theory of educational realism. The goal is to posit an embodied form of education that emerges from within the movements of the multitude. The connection between multitudinous movement and education is the concept of choreography, which destabilizes habituated movements, unleashing creative alternatives. The paper concludes with several examples of choreography as an exopedagogy for cultivating embodied, swarm intelligence from the work of (...) noted choreographer William Forsythe. (shrink)