According to a widespread view, one of the most important roles of education is the nurturing of common sense. In this article I turn to Gilles Deleuze’s concept of sense to develop a contrary view of education—one that views education as a radical challenge to common sense. The discussion will centre on the relation of sense and common sense to thinking. Although adherents of common sense refer to it as the basis of all thought and appeal to critical thinking as (...) instrumental in eliminating its occasional errors, I shall argue, following Deleuze, that common sense education in fact thwarts thinking, while only education which revolves around making sense may provoke thinking that goes beyond the self-evident. I demonstrate how making sense can become an educational encounter that breaks hierarchies and generates thinking independently of the thinker’s knowledge and place in the sociopolitical order. The present article attempts, therefore, to put some sense into Deleuzian education for thinking, and thereby shed new light on its radical-political, counter-commonsensical power. (shrink)

The philosophy for children curriculum was specially written by Matthew Lipman and colleagues for the teaching of philosophy by non-philosophically educated teachers from foundation phase to further education colleges. In this article I argue that such a curriculum is neither a necessary, not a sufficient condition for the teaching of philosophical thinking. The philosophical knowledge and pedagogical tact of the teacher remains salient, in that the open-ended and unpredictable nature of philosophical enquiry demands of teachers to think in the moment (...) and draw on their own knowledge and experience of academic philosophy. Providing specialist training or induction in the P4C curriculum cannot and should not replace undergraduate and postgraduate degrees in academic philosophy at universities. However, although for academic philosophers the use of the P4C curriculum could be beneficial, I will argue that its use poses the risk of wanting to form children into the ideal ‘abnormal’ child, the thinking child—the adult philosopher’s child positioned as such by the Lipman novels. The notion of narrativity is central in my argument. With the help of two picturebooks—The Three Pigs by David Weisner and Voices in the Park by Anthony Browne—I illustrate my claim that philosophy as ‘side-shadowing’ or meta-thinking can only be generated in the space ‘in between’ text, child and educator, thereby foregrounding a ‘pedagogy of exposure’ rather than ‘teacher proof’ texts. (shrink)

This paper deals with two forms of education—Platonic and Socratic. The former educates childhood to transform it into what it ought to be. The latter does not form childhood, but makes education childlike. To unfold the philosophical and pedagogical dimensions of this opposition, the first part of the paper highlights the way in which philosophy is presented indirectly in some of Plato’s dialogues, beginning with a characterisation that Socrates makes of himself in the dialogue Phaedrus. The second part details Plato’s (...) condemnation of writing in the Phaedrus, and draws on the critique by Jacques Derrida and Gilles Deleuze to establish what is at stake in this condemnation. In the third part, the pedagogical and political implications of this condemnation are reviewed, and Plato is placed in a surprising position in relation to his own teacher, Socrates. Finally, through a comparison between childhood and philosophy, the educational value of putting childhood and philosophy together is questioned. Through a number of questions, the paper ends problematising the pedagogical, political and philosophical value of placing the practice of philosophy in the realm of childhood citizenship education. It also recovers the value of philosophy—as a form of questioning and unlearning what we know and affirming the value of not knowing—in a childlike education. (shrink)

The purpose of this thesis was set against the background of changed expectations on education and teachers’ work in contemporary Western societies, reflecting global educational trends of standardisation and assessment moving further down the ages. The overall aim of the thesis was to explore and gain understandings of how teachers’ work is constituted. The exploration was based on lived experience and philosophical perspectives, and the main research questions were: i) what is the significance of existential dimensions of teachers’ work, and (...) ii) how can they be understood in the light of a globalised and standardised education? The theoretical and methodological basis of the thesis was mainly the philosophy of the life-world as formulated by Maurice Merleau-Ponty. The studies included employed the following methods: drawings with associated oral comments, written teacher responses and follow-up interviews, visual documentation with associated oral comments, and finally, the study of the relevant philosophical literature. In total 50 teachers and 112 children participated in study I, ten teachers in study II and eight teachers in study III. In study IV, the data consisted of philosophical literature.The findings show that teachers’ work involves not only teachers’ intellectual capacities and skills, but also their emotional and embodied being, and intertwined relationships as well. Further, teachers’ work it affected not only by the views of children, knowledge and learning held by teachers, policymakers and society that affect teachers’ work, but also by ontological assumptions and existential dimensions in a wider sense. It emerged that teachers’ views of education and their attempt to appreciate the unpredictable beyond dualistic assumptions are holistic, and multidimensional, in comparison to the rather linear and standardised global agenda.The crossover analysis of the findings suggests that teachers’ work is mainly constituted by ambiguities and intertwinings of an ontological character that have epistemological implications. In this thesis ambiguities are used to describe aspects that at first seem contradictory but are in fact more like irreducible uncertainties – as intertwined and reversible aspects of teachers’ work as a whole. Accordingly, existential dimensions of teachers’ work are ubiquitous within these ambiguities and intertwinings, and appear as significant in mainly two ways – firstly, as closely connected dimensions of the life-world and lived experience, referred to as lived time, lived space, lived body and lived other; secondly, as basic notions mainly about the relationships between i) subject and object, ii) mind and body, iii) human, culture and nature, iv) linear and multidimensional temporality. These existential dimensions of teachers work are discussed as Intercorporeal reversibilities, Intertwinings, chiasm and flesh and A chiasmic being. The ambiguous aspects of teachers’ work seem to derive from a general ambiguity of views on education, in which the rationalistic view tends to dominate since it often reflects the management of education. This overall ambiguity demands a reconsideration of the wider aim of education as well as of different relationships within education beyond dualisms and divides. Particularly, intercorporeal and intertwined relationships are essential, encompassing the significant intertwinings of ‘subjectobject’, ‘mindbody’, and ‘humannatureculture’. It is argued that this rethinking needs to be done in order to create conceptual and operational space for diverse and challenging pedagogical relationships. Thereby, a process of a chiasmic being for teachers in their work and for children’s learning can be enhancedKey words: teachers’ work; teaching; school; early childhood education; lived experience; existential; pluralistic; Merleau-Ponty. (shrink)