Results for 'Tyson E. Lewis'

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  1.  14
    Review of Tyson E. Lewis, Inoperative Learning: A Radical Rewriting of Educational Potentialities: London and New York: Routledge. 2018. [REVIEW]Weili Zhao - 2019 - Studies in Philosophy and Education 38 (1):85-92.
    Within educational philosophy and theory, there has been an international re-turn to envision study as an alternative formation to disrupt the defining learning logic. As an enrichment, this paper articulates “Daoist onto-un-learning” as an Eastern form of study, drawing upon Roger Ames’s interpretation of the ancient Chinese correlative cosmology and relational personhood thinking. This articulation is to dialogue with the conceptualizations of study shared by Giorgio Agamben, Derek Ford, and Tyson Lewis, and unfolds in three steps. First, I (...)
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  2.  16
    Exopedagogy: On Pirates, Shorelines, and the Educational Commonwealth.Tyson E. Lewis - 2012 - Educational Philosophy and Theory 44 (8):845-861.
    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 (...)
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  3.  88
    Review of Tyson E. Lewis, On Study: Giorgio Agamben and Educational Potentiality: Routledge, 2013. [REVIEW]Derek R. Ford - 2014 - Studies in Philosophy and Education 33 (1):105-111.
  4.  22
    The Fundamental Ontology of Study.Tyson E. Lewis - 2014 - Educational Theory 64 (2):163-178.
    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 (...)
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  5.  28
    The School as an Exceptional Space: Rethinking Education From the Perspective of the Biopedagogical.Tyson E. Lewis - 2006 - Educational Theory 56 (2):159-176.
    In this essay, Tyson Lewis theorizes current lockdown practices, zero‐tolerance policies, and No Child Left Behind initiatives in U.S. schooling by drawing on Italian philosopher Giorgio Agamben’s analysis of the concentration camp and the state of exception. Agamben’s theory of the camp provides a challenging, critical vantage point for looking at the ambiguities that emerge from the complex field of disciplinary procedures now prevalent in inner‐city, low‐income, minority schools, and helps to clarify what exactly is at stake in (...)
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  6.  26
    Educational States of Suspension.Tyson E. Lewis & Daniel Friedrich - 2016 - Educational Philosophy and Theory 48 (3).
    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 (...)
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  7. Rethinking the Learning Society: Giorgio Agamben on Studying, Stupidity, and Impotence.Tyson E. Lewis - 2011 - Studies in Philosophy and Education 30 (6):585-599.
    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 (...)
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  8.  19
    Studying with the Internet: Giorgio Agamben, Education, and New Digital Technologies.Tyson E. Lewis & Samira Alirezabeigi - 2018 - Studies in Philosophy and Education 37 (6):553-566.
    This paper provides an analysis of the educational use of the Internet and of digital technologies that is neither pessimistic nor optimistic, that is neither critical nor post-critical. Turning to Italian philosopher Giorgio Agamben’s comments on studying and its relationship to the technology of the blank writing tablet, the authors argue that digital devises are a radical transformation in our relationship to the technologies of reading and writing. Traditionally, the scholar was able to experience his or her potentiality to communicate (...)
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  9.  18
    Study Time: Heidegger and the Temporality of Education.Tyson E. Lewis - 2017 - Journal of Philosophy of Education 51 (1):230-247.
    In this article, the author argues that the question of educational time is absolutely essential in contemporary debates concerning the fate of the university. In order to examine the nature of educational time, this article first outlines Heidegger's distinction between temporality and Temporality. Second, the author makes a clarification between inauthentic and authentic learning as two forms of educational temporality. Here the article turns to the work of Hubert Dreyfus and Stuart Dreyfus on expert skill building versus standardised or generic (...)
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  10.  22
    Study Time: Heidegger and the Temporality of Education.Tyson E. Lewis - 2016 - Journal of Philosophy of Education 50 (2).
    In this article, the author argues that the question of educational time is absolutely essential in contemporary debates concerning the fate of the university. In order to examine the nature of educational time, this article first outlines Heidegger's distinction between temporality and Temporality. Second, the author makes a clarification between inauthentic and authentic learning as two forms of educational temporality. Here the article turns to the work of Hubert Dreyfus and Stuart Dreyfus on expert skill building versus standardised or generic (...)
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  11.  12
    Response to Weili Zhao.Tyson E. Lewis - 2019 - Studies in Philosophy and Education 38 (1):93-94.
  12.  51
    Education as Free Use: Giorgio Agamben on Studious Play, Toys, and the Inoperative Schoolhouse. [REVIEW]Tyson E. Lewis - 2014 - Studies in Philosophy and Education 33 (2):201-214.
    In this essay, I argue that the work of Giorgio Agamben provides us with a theory of studious play which cuts across many of the categories that polarize educational thought. Rather than either ritualized testing or constructivist playfulness, Agamben provides a model of what he refers to as studious play—a practice which suspends the logic of both ritual and play. In order to explore this notion of studious play, I first articulate Agamben’s fleeting remarks on the topic with an important (...)
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  13.  7
    Review of Igor Jasinski’s, Giorgio Agamben: Education Without Ends. [REVIEW]Tyson E. Lewis - 2020 - Studies in Philosophy and Education 39 (2):219-221.
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  14.  29
    Education and the Immunization Paradigm.Tyson E. Lewis - 2009 - Studies in Philosophy and Education 28 (6):485-498.
    In this paper I chart the origins of modern day “biopedagogy” through an analysis of two historically specific figures of abnormality: the nervous child and the degenerate. These two figures form the positive and negative surfaces of biopolitics in education, sustained and articulated through the category of immunization. By analyzing the relation between the medical discourse of immunity and the practice of pedagogy, I will reveal how biopedagogy is predicated on a dialectical reversal of life into death and thus unsustainable (...)
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  15.  61
    The Future of the Image in Critical Pedagogy.Tyson E. Lewis - 2011 - Studies in Philosophy and Education 30 (1):37-51.
    Although there is ample interrogation of advertising/commercial/media culture in critical pedagogy, there is little attention paid to the fine arts and to aesthetic experience. This lacuna is all the more perplexing given Paulo Freire’s use of artist Francisco Brenand’s illustrations for his culture circles. In this essay I will return to Freire’s original description of the relationship between fine art images and conscientizacao in order to map out the future of the image in critical pedagogy. This return to the origin (...)
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  16.  4
    Chinese Landscape Painting and the Study of Being: An Imagined Encounter Between Martin Heidegger and Xia Gui.Tyson E. Lewis & Li Xu - 2020 - Studies in Philosophy and Education 39 (3):309-320.
    In this paper, we pose a speculative encounter between Heidegger and the Chinese Song Dynasty landscape painter Xia Gui. Our intention is to reassess Heidegger’s theory of the fourfold. By placing the concept in a cross-cultural context, we argue that Heidegger was essentially correct in that the world is structured as a fold between interrelated elements. At the same time, we challenge the quantity and quality of the folded elements. If one turns to the work of Xia Gui in conjunction (...)
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  17.  25
    Rousseau and the Fable: Rethinking the Fabulous Nature of Educational Philosophy.Tyson E. Lewis - 2012 - Educational Theory 62 (3):323-341.
    In this essay Tyson Lewis reevaluates Jean-Jacques Rousseau's assessment of the pedagogical value of fables in Emile's education using Giorgio Agamben's theory of poetic production and Thomas Keenan's theory of the inherent ambiguity of the fable. From this perspective, the “unreadable” nature of the fable that Rousseau exposed is not simply the result of a child's innocence or developmental immaturity, but is rather a structural quality of the fable as such. Moving from a discussion of Rousseau's description of (...)
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  18.  43
    Mapping the Constellation of Educational Marxism(S).Tyson E. Lewis - 2012 - Educational Philosophy and Theory 44 (s1):98-114.
    In this paper, the author maps three radically different visions of Marxism in educational philosophy. Each ‘register’ contains insights but also contradictions that cannot easily be resolved through internal modifications of the theory or through theoretical synthesis with other registers. The radical function of Marxist pedagogy is to create a constellation of Marxisms through which the outline of history can emerge. As such, the author ends with a new emphasis in Marxist education on the ‘exacting imagination’ of the teacher which (...)
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  19.  25
    ‘To Be Less Than You Are’: Self-Suspension, Potentiality, and Study.Tyson E. Lewis - 2016 - Ethics and Education 11 (3):340-351.
    :This article outlines three possible ethical injunctions underlying three different educational projects related to the self: “become what you are”, “be what you are”, and “be what you become”. While differing on many levels, these three injunctions all assume connections between self, education, and some form of determinism and/or developmentalism. Although relatively autonomous, determinism and developmentalism are often linked together in the sense that they both presuppose that function precedes form, determining in advance how something ought to develop, mature, or (...)
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  20.  8
    Walter Benjamin’s Radio Pedagogy.Tyson E. Lewis - 2017 - Thesis Eleven 142 (1):18-33.
    This paper investigates the unique educational relevancy of Walter Benjamin’s radio broadcasts. While much has been written about Benjamin’s approach to both children’s literature and children’s theatre, his own pedagogical practice as a radio pedagogue remains largely marginalized in these discussions. In order to address this gap in the literature, I focus on the implications of shifting from the largely visual world of children to the auditory world of radio. Through a careful reading of the radio scripts, I argue that (...)
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  21.  1
    Notes on Notes on Notes.Tyson E. Lewis & Chris Moffett - forthcoming - Educational Philosophy and Theory:1-29.
    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, howev...
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  22.  35
    Community of Infancy: Suspending the Sovereignty of the Teacher's Voice.Igor Jasinski & Tyson E. Lewis - 2016 - Journal of Philosophy of Education 50 (4):538-553.
    While some argue that the only way to make a place for Philosophy for Children in today's strict, standardised classroom is to measure its efficacy in promoting reasoning, we believe that this must be avoided in order to safeguard what is truly unique in P4C dialogue. When P4C acquiesces to the very same quantitative measures that define the rest of learning, then the philosophical dimension drops out and P4C becomes yet another progressive curriculum and pedagogy for enhancing argumentation skills that (...)
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  23.  20
    Exhausting the Fatigue University: In Search of a Biopolitics of Research.Florelle D'Hoest & Tyson E. Lewis - 2015 - Ethics and Education 10 (1):49-60.
    Today it would seem that being fatigued is a fairly common physical and psychological effect of educational systems based on an increasing demand for high-yield performance quotas. In higher education, ‘publish or perish’ is a kind of imperative to perform, perform better, and perform optimally leading to an overall economy of fatigue. In this paper we provide a critical theory of what we are calling the ‘fatigue university.’ While highlighting the negative costs of fatigue, we also provide a philosophical distinction (...)
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  24.  10
    Temporality, Pleasure, and the Angelic in Teaching: Toward a Pictorial-Ontological Turn in Education.Joris Vlieghe & Tyson E. Lewis - 2017 - Journal of Aesthetic Education 51 (2):59-81.
    In this article, we explore the possibilities that works of art might possess for looking in original and unforeseen ways into something that, at first sight, has little to do with arts and artistic practice. To be more precise, we present here three artistic representations, taken from various times and style periods, that depict a well-known figure in art history: angels. A detailed description and analysis of these images give us the opportunity to figure out something about another figure, which (...)
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  25.  21
    The Educational Community as In-Tentional Community.Igor Jasinski & Tyson E. Lewis - 2016 - Studies in Philosophy and Education 35 (4):371-383.
    This paper reassesses a perennial concern of philosophy of education: the nature of the educational community and the role of the teacher in relation to such a community. As an entry point into this broader question, we turn to Philosophy for children, which has consistently emphasized the importance of community. Yet, not unlike pragmatist notions of community more broadly, the P4C community has largely focused on the goal-directed, purposive, aspect of the process of inquiry. The purpose of our paper is (...)
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  26.  27
    A Genealogy of Life and Death.Tyson E. Lewis - 2013 - Radical Philosophy Review 16 (1):237-252.
    In this paper, Tyson E. Lewis theorizes an alternative genealogy of biopolitics that enables us to historicize three distinct phases of the dialectic of life and death within overall transformations of the social and material relations of production. Freud, Marcuse, and Agamben each signal decisive transformations from death to life, life to death, and now the indistinction of death and life in a state of exception. In conclusion, Lewis argues for a new politics that does not simply (...)
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  27. On Study: Giorgio Agamben and Educational Potentiality.Tyson E. Lewis - 2015 - Routledge.
    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 (...)
     
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  28.  1
    Educational Realism: Defining Exopedagogy as the Choreography of Swarm Intelligence.Tyson E. Lewis & Steve Valk - forthcoming - Educational Philosophy and Theory:1-10.
  29.  16
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein (eds.) - 2018 - Springer Verlag.
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  30.  3
    Educational Realism: Defining Exopedagogy as the Choreography of Swarm Intelligence.Tyson E. Lewis & Steve Valk - forthcoming - Tandf: Educational Philosophy and Theory:1-10.
  31.  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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  32.  23
    Power, Crisis, and Education for Liberation: Rethinking Critical Pedagogy - by de Lissovoy, N.Tyson E. Lewis - 2009 - Educational Philosophy and Theory 41 (5):592-596.
  33.  67
    Response to Derek Ford’s Review of On Study: Giorgio Agamben and Educational Potentiality. [REVIEW]Tyson E. Lewis - 2014 - Studies in Philosophy and Education 33 (1):113-115.
  34.  10
    Semetsky, Inna.Tyson E. Lewis - 2013 - Educational Philosophy and Theory 45 (7):811-814.
  35.  5
    Studying Postmodernism.Tyson E. Lewis - 2018 - Educational Philosophy and Theory 50 (14):1342-1343.
  36.  7
    The Art of Straying: Benjamin on Distraction and the Informal Education of the City.Tyson E. Lewis - 2019 - Educational Theory 69 (2):169-183.
  37.  10
    The Beautiful Risk of Education.Tyson E. Lewis - 2014 - Educational Theory 64 (3):303-309.
  38.  5
    Thinking Without a Head: Studying Giorgio Agamben’s Phytological Machine.Tyson E. Lewis - 2020 - Angelaki 25 (6):89-107.
    This article outlines three interlocking and mutually reinforcing registers in Giorgio Agamben’s work: the law, the apparatus, and the anthropological machine. While Agamben is clear that rules render inoperative laws and counter-apparatuses suspend the functioning of apparatuses, that which neutralizes the anthropological machine remains undisclosed. To explore this messianic opening, the author moves beyond Agamben and posits the possibility of a shift from an anthropological machine to a phytological machine. Whereas the former functions through the production of binary oppositions that (...)
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  39.  1
    A Global Dialogue on Learning and Studying.Weili Zhao, Derek R. Ford & Tyson E. Lewis - 2020 - Studies in Philosophy and Education 39 (3):239-244.
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  40.  6
    Urban Education and the Creative City.Amelia M. Kraehe & Tyson E. Lewis - 2019 - Educational Theory 69 (2):145-151.
  41. 1. Front Matter Front Matter (Pp. I-Iii).Andrea Kantrowitz, David Wong, Tyson E. Lewis, K. E. Gover, Sophie Bourgault, Azlan Iqbal, Emily Brady, Mordechai Gordon & Todd Parker - 2012 - Journal of Aesthetic Education 46 (1).
     
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  42.  21
    Educational Leadership Reconsidered: Arendt, Agamben, and Bauman.Mar Tosas - 2016 - Studies in Philosophy and Education 35 (4):353-369.
    In this paper we claim educational leadership as an autonomous discipline whose goals and strategies should not mirror those typical of business and political leadership. In order to define the aims proper to educational leadership we question three common assumptions of what it is supposed to carry out. First, we turn to Hannah Arendt and her contemporary critics to maintain that education aims at opening up exceptions within the normal course of events rather than simply preserving it. This way, education (...)
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  43.  35
    The Pneumatic Common: Learning in, with and From the Air.Derek R. Ford - 2015 - Educational Philosophy and Theory 47 (13-14):1405-1418.
    Air is an immersive substance that envelopes us and binds us together, yet it has dominantly been taken for granted and left out of educational and other theorizations. This article develops a conceptualization of the pneumatic common in order to address this gap. The specific intervention staged is within recent educational literature on the common by Noah De Lissovoy, Tyson E. Lewis, and Alexander Means. This literature is surveyed and analyzed in relation to educational theory, curriculum, pedagogy, and (...)
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  44.  11
    Potentialism and the Experience of the New.Igor Jasinski - 2016 - Ethics and Education 11 (3):352-358.
    In this paper, I argue that potentialism is uniquely able to articulate the value of educational practices that lack the kind of directionality commonly associated with educational activities. It does so by operating with radically different assumptions about the nature and value of education – assumptions that can be derived from the basic premise of progressive education that education needs to be rooted in experience. I follow here a line of thought that leads from Dewey’s notion of experience aimed at (...)
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  45.  44
    Messianic Pedagogy.Tyson Lewis - 2010 - Educational Theory 60 (2):231-248.
    Famously, Walter Benjamin once wrote that behind historical materialism lies a disavowed theological “hunchback.” More importantly, it is only through a rejuvenated relation with this theological hunchback that historical materialism can ultimately realize its own revolutionary possibilities. While the theological dimension of critical theory has been explored in a variety of disciplines and for a variety of political and philosophical purposes, the same cannot be said for the field of critical pedagogy. In this essay, Tyson Lewis addresses this (...)
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  46.  54
    The Architecture of Potentiality: Weak Utopianism and Educational Space in the Work of Giorgio Agamben.Tyson Edward Lewis - 2012 - Utopian Studies 23 (2):355-373.
    Italian critical theorist Giorgio Agamben is well known for his rigorous attempts to redefine political, aesthetic, and theological concepts through messianic categories. For Agamben, the messianic is not concerned with perpetual waiting for a savior to come and redeem the world. Rather, it concerns the radically open potentiality for action within the contemporary moment. While the temporality of the messianic moment has been emphasized both by Agamben and by the vast secondary literature that has provided ample reflections on his body (...)
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  47.  3
    Response to Weili Zhao.Tyson Lewis - 2019 - Studies in Philosophy and Education 38 (1):93-94.
  48.  23
    Biopolitical Utopianism in Educational Theory.Tyson Lewis - 2007 - Educational Philosophy and Theory 39 (7):683–702.
    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 (...)
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  49.  26
    Philosophy—Aesthetics—Education: Reflections on Dance.Tyson Lewis - 2007 - Journal of Aesthetic Education 41 (4):53-66.
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  50.  65
    Education in the Realm of the Senses: Understanding Paulo Freire's Aesthetic Unconscious Through Jacques Rancière.Tyson Edward Lewis - 2009 - Journal of Philosophy of Education 43 (2):285-299.
    In this article I re-examine the role that aesthetics play in Paulo Freire's pedagogy of the oppressed. As opposed to the vast majority of scholarship in this area, I suggest that aesthetics play a more centralised role in pedagogy above and beyond arts-based curricula. To help clarify Freire's position, I will argue that underlying the linguistic resolution of the student/teacher dialectic in the problem-posing classroom is an accompanying shift in the very aesthetics of recognition. In order to demonstrate the always (...)
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