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  1.  2
    Who Needs Sensory Education?Tanu Biswas - 2021 - Studies in Philosophy and Education 40 (3):287-302.
    Customarily, reflections on the need to educate sensory and bodily enactments with the world, take for granted that it is the child who must be educated. However, the educational passage of becoming 'rational' and 'grown up' often leaves the adult divorced from her own embodied self. As part of my engagement with childism in this article, I ask: Who needs sensory education? In response, I propose that it is adults who need sensory education more than their temporal others Reimagining childhood (...)
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  2.  7
    Flourishing with Shared Vitality: Education Based on Aesthetic Experience, with Performance for Meaning.Christine Doddington - 2021 - Studies in Philosophy and Education 40 (3):261-274.
    In this paper, I set an aspect of what it is to live a flourishing life against the backdrop of neo liberal trends that continue to influence educational policy across the globe. The view I set out is in sharp contrast to any narrow assumption that education’s main task is the measurement of high performing individuals who will thus contribute to an economically viable society. Instead, I explore and argue for a conception of what constitutes a flourishing life that is (...)
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  3.  2
    Educating for Civil Solidarity in the Shadow of Discriminating Laws in a Multicultural Society: The Israeli Case as an Allegory.Eran Gusacov - 2021 - Studies in Philosophy and Education 40 (3):317-335.
    Solidarity between the citizens of a country is both good and desirable, and public educational institutions are the clear site of education for such civil solidarity and its natural place is in Civics lessons. Nevertheless, this paper argues that it is impossible to educate for solidarity for all citizens in a liberal-democratic state when civic classes teach basic civil laws that exclude groups or minorities and expel them from the general civil population. Therefore, we can ask: What are the modes (...)
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  4.  3
    Sensing Feeling Alive: Attentiveness to Movements in/with Embodied Teaching.Marit Honerød Hoveid - 2021 - Studies in Philosophy and Education 40 (3):303-315.
    This is an explorative work on teaching. The understanding of teaching that I use in my work is that teaching is action, it happens in the present – here and now. So, while teaching refers to shorter timespans, education in this understanding refers to timespans that are of a longer duration, meaning education is communication between generations. The notion of teaching I explore draw from experiences, for my own part between nature, dog and human. These are experiences of sensing where (...)
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  5.  1
    Literature, Culture and Understanding: A Response to Tan. [REVIEW]Peter Roberts & Herner Saeverot - 2021 - Studies in Philosophy and Education 40 (3):343-346.
  6.  3
    Reading Education and the Limits of Reason From a Cross-Cultural Perspective. [REVIEW]Charlene Tan - 2021 - Studies in Philosophy and Education 40 (3):337-341.
  7.  3
    Education, Contact and the Vitality of Touch: Membranes, Morphologies, Movements.Sharon Todd - 2021 - Studies in Philosophy and Education 40 (3):249-260.
    This paper explores how touch is key to understanding education—not as an achievement or an instrument of acquisition, but as a process through which one becomes a subject capable of both living and leading a life that matters for ourselves and others. As a process, it is concerned with how we encounter things and others in the world and not solely with what we encounter. In particular, it argues that the dynamics of touch-as both a touching and being touched by-are (...)
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  8.  6
    Educating the Senses: Explorations in Aesthetics, Embodiment and Sensory Pedagogy.Sharon Todd, Marit Honerød Hoveid & Elisabet Langmann - 2021 - Studies in Philosophy and Education 40 (3):243-248.
    This volume takes two different, albeit intertwined approaches. The first concerns a reformulation of aesthetics in education—one which highlights the sensory dimensions of educational experience. The second concerns a turn to the body and the senses as that which is deeply involved in practices of teaching and learning.
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  9.  4
    Tracing Lines: On the Educational Significance of Drawing.Nancy Vansieleghem - 2021 - Studies in Philosophy and Education 40 (3):275-285.
    In 1865, the Brussels educational reformer Pierre Temples advocated to take drawing as the cornerstone of education. He criticized that education was modelled on conventions and grammatical rules in order to learn to read and write, this way ignoring the potential of drawing to create new concepts. This paper is also concerned with the significance of drawing in the realm of education. However, not to elaborate on its added value for education, but to discuss the mode of thinking that it (...)
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  10.  1
    Ignorant Cognition: A Response to Copeland, Ervas, and Osta-Vélez. [REVIEW]Selene Arfini - 2021 - Studies in Philosophy and Education 40 (2):237-241.
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  11.  3
    Contradictions in Educational Thought and Practice: Derrida, Philosophy, and Education.Emile Bojesen - 2021 - Studies in Philosophy and Education 40 (2):165-182.
    Through readings of Jacques Derrida's Of Grammatology and 'The Age of Hegel', attention is given to two of the problematic types of relationships that philosophy can have with education. These engagements, alongside a reading of 'The Antinomies of the Philosophical Discipline: Letter Preface', show how Derrida’s thought can prescribe no educational programme and instead troubles educational proclamations and certainties. Throughout his life, Derrida negotiated his relationships to the educational systems and institutions to which he was responsible, these negotiations, though, were (...)
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  12.  3
    Derrida and Education Today.Emile Bojesen - 2021 - Studies in Philosophy and Education 40 (2):117-120.
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  13.  4
    Pushing Back the Boundaries of Doubt: A Review of Ignorant Cognition: A Philosophical Investigation of the Cognitive Features of Not-Knowing. [REVIEW]Samantha Copeland - 2021 - Studies in Philosophy and Education 40 (2):219-223.
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  14.  7
    Ignorant Cognition: Limits, Habits and Imaginative Thinking. [REVIEW]Francesca Ervas - 2021 - Studies in Philosophy and Education 40 (2):225-229.
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  15.  1
    Derrida on Language and Philosophical Education.Samir Haddad - 2021 - Studies in Philosophy and Education 40 (2):149-163.
    The relationship between national languages and schooling is a recurring theme in Derrida’s writings on education, playing an important role in the challenge he mounts to traditional understandings of the French State’s involvement in the teaching of philosophy. In this essay, I follow this thread of thinking across several of Derrida’s texts, paying specific attention to his diagnoses of positions arguing for a universal philosophical language on the one hand, and those elevating French as the proper language of philosophy on (...)
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  16.  1
    Humanist but Not Radical: The Educational Philosophy of Thiruvalluvar Kural.Devin K. Joshi - 2021 - Studies in Philosophy and Education 40 (2):183-200.
    Humanist ideas in education have been promoted by both Western thinkers and classical wisdom texts of Asia. Exploring this connection, I examine the educational philosophy of an iconic ancient Tamil text, the Thiruvalluvar Kural, by juxtaposing it with a contemporary humanist classic, Paulo Freire’s Pedagogy of the Oppressed. As this comparative study reveals, both texts offer humanist visions of relevance to education, politics, and society. Notably, however, the Kural takes what might be described as a more mainstream humanist stance vis-à-vis (...)
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  17.  8
    Education in Theory and Practice: Derrida’s Enseignement Supérieur.Michael Naas - 2021 - Studies in Philosophy and Education 40 (2):121-133.
    This essay analyzes Derrida’s questioning of the relationship between “Theory and Practice” in his recently published seminar of 1976–1977 of this same title. It traces Derrida’s reading of this relationship in Marx and Marxism, beginning with various interpretations of the famous line from Marx’s “Theses on Feuerbach,” “Philosophers have only interpreted the world, in various ways; what is important is to transform it.” The essay tries to argue that Derrida’s reading of theory and practice in Marx should be used in (...)
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  18.  3
    Review of Selene Arfini, Ignorant Cognition, Springer, 2019. [REVIEW]Matías Osta-Vélez - 2021 - Studies in Philosophy and Education 40 (2):231-236.
  19.  1
    Walter Benjamin in the Age of Post-Critical Pedagogy.Itay Snir - 2021 - Studies in Philosophy and Education 40 (2):201-217.
    Post-critical pedagogy, which offers a significant alternative to the dominant trends in contemporary philosophy of education, objects to seeing education as instrumental to other ends: it attempts to conceive of education as autotelic, namely as having intrinsic value. While there are good reasons for accepting the post-critical reservations with the instrumentalization of education, I argue that its autonomy is equally problematic, as it risks turning the philosophy of education—perhaps education itself—into a privileged activity, out of touch with the most important (...)
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  20.  2
    Language Subjects: Placing Derrida’s Monolingualism in Global Education.Emma Williams - 2021 - Studies in Philosophy and Education 40 (2):135-148.
    Derrida’s autobiographical and philosophical text Monolingualism of the Other; or, the Prosthesis of Origin is a partial recounting of his own childhood and upbringing in Algeria at a time when it was a colony of France. It is on one level a reflection on matters related to colonialism, and especially on the effects of the imposition of colonial language upon schooling and wider practices of education and coming into the world. Yet Derrida’s text also opens onto structural questions about estrangement, (...)
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  21.  7
    Spinoza on Ingenium and Exemplarity: Some Consequences for Educational Theory.Johan Dahlbeck - 2021 - Studies in Philosophy and Education 40 (1):1-21.
    This article turns to the neglected pedagogical concept of ingenium in order to address some shortcomings of the admiration–emulation model of Linda Zabzebski’s influential exemplarist moral theory. I will start by introducing the problem of the admiration-emulation model by way of a fictional example. I will then briefly outline the concept of ingenium such as it appears in a Renaissance context, looking particularly at the pedagogical writings of Juan Luis Vives. This will set the stage for the next part, looking (...)
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  22.  7
    A Russellian Plea for ‘Useless’ Knowledge: Role of Freedom in Education.Jahnabi Deka - 2021 - Studies in Philosophy and Education 40 (1):23-37.
    While thrusting the importance of knowledge, Bertrand Russell highlights one special utility of it, i.e., knowledge promotes a widely contemplative habit of mind; and such knowledge, he terms ‘useless’. For Russell, the habit of contemplation is the capacity of rationalized enquiry which enables individuals to consider all questions in a tentative and impartial manner, frees them from dogmas and encourages the expression of a wide diversity of views. Besides ‘useless’ knowledge, Russell admits the importance of ‘useful’ knowledge too, but his (...)
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  23.  11
    Educating Our Nerves in Unnerving Times: Cinematic Innervation as a Collectivising Experience in Tyson Lewis’s Walter Benjamin’s Antifascist Education. [REVIEW]Mario Di Paolantonio - 2021 - Studies in Philosophy and Education 40 (1):105-111.
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  24.  4
    A Contribution to the Author Meets Critics Session: Tyson Lewis’s Walter Benjamin’s Antifascist Education. [REVIEW]Eduardo Duarte - 2021 - Studies in Philosophy and Education 40 (1):101-104.
  25.  4
    In Defense of Walter Benjamin’s Constellational Curriculum: A Response to the Critics.Tyson E. Lewis - 2021 - Studies in Philosophy and Education 40 (1):113-116.
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  26.  4
    Pedagogies of Non-self as Practices of Freedom.Robert Hattam - 2021 - Studies in Philosophy and Education 40 (1):51-65.
    This paper assumes that educators are now involved in a struggle for their souls and for the souls of their students. The idea of the soul in this case is not the religious one, but the soul invoked by Foucault to name that aspect of self, that ‘exists, or is produced … within the body … or born … out of methods of punishment, supervision and constraint’. Neoliberalising social policy not only aims to transform structures and enact new technologies of (...)
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  27.  8
    Immature Adults and Playing Children: On Bernard Stiegler’s Critique of Infantilization.Daan Keij - 2021 - Studies in Philosophy and Education 40 (1):67-80.
    This article assesses Bernard Stiegler’s critique of infantilization. Contemporary education—and society in general—would no longer develop children into adults, but would keep them in their childish state. Stiegler’s critique is explicitly inspired by Enlightenment ideals, characterized by a positive notion of maturity and a negative notion of childhood and immaturity. Infantilization is for Stiegler therefore immediately a negative development. However, Stiegler’s works also contain a positive understanding of childhood and of the extension of childish characteristics into adulthood. The main thesis (...)
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  28.  7
    An Introduction to Everyday Aesthetics in Education.Guillermo Marini - 2021 - Studies in Philosophy and Education 40 (1):39-50.
    The purpose of this paper is to introduce everyday aesthetics in education. First, it presents everyday aesthetics as a subdiscipline within philosophical aesthetics, that revisits sensory perception as the backdrop of all experience, claims ordinary life is a proper venue for aesthetic inquiry, and problematizes the impact aesthetic preferences have on habitual decisions. Second, the paper argues that among the diverse matters students learn in school, they learn—explicitly or implicitly—what and how to perceive, as well as the pedagogical purposes of (...)
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  29.  20
    The Fearful Ethical Subject: On the Fear for the Other, Moral Education, and Levinas in the Pandemic.Sijin Yan & Patrick Slattery - 2021 - Studies in Philosophy and Education 40 (1):81-92.
    The article seeks to reclaim a type of fear lost in silent omission in education, yet central to the development of an ethical subject. It distinguishes the fear described by Martin Heidegger through the concept of befindlichkeit and fear for the other as an essential moment for ethics articulated by Emmanuel Levinas. It argues that the latter conception of fear has inverted the traditional assumption of the ideal ethical subject as fearless. It then examines how Levinas’s interpretation of fear might (...)
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  30.  3
    Benjamin’s Children’s Theater and the Problem of Pure Means. [REVIEW]Oded Zipory - 2021 - Studies in Philosophy and Education 40 (1):93-99.
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