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Notes
Claiming and thus occupying this public space has become one of the central concerns of a new wave of democratic demonstration.
Fielding and Moss citing of Judt, p. 89.
Fielding and Moss, p. 89. Henceforth all direct quotations of the book will be parenthetical.
Cf. Ruitenberg (2009).
See in the same volume Charles Taylor’s “The Politics of Recognition.” I read Mouffe’s unequivocal commitment to democratic principles as in synch with Taylor’s assertion in his essay that “All this is to say that liberalism can’t and shouldn’t claim complete cultural neutrality. Liberalism is also a fighting creed.”
My piece, “Retrieving Immortal Questions, Initiating Immortal Conversations,” which is mostly written in verse, is an example of this experiment to take up philosophy of education through poetic prose. The piece will be published in the proceedings of the Ohio Valley Philosophy of Education Society (2011) annual meeting.
This is part of my ongoing effort to take up an original philosophy of education, arising through what Reiner Schurmann (1987) calls the ‘phenomenology of the original.’ Original thinking proceeds on two fronts, “it recalls the ancient beginnings and it anticipates a new beginning, the possible rise of a new economy among things, words and actions.” Original thinking recalls the iconographical forms of the past in order to open up gaps, breaks, and spaces of possibility in the arrangement of words, concepts, and ideas in the current field of work. My forthcoming book Being and Learning is an attempt to take up a phenomenology of the original.
Max Jacob cited in Lyotard (2001, p. 48).
ibid.
Here I am, of course, drawing on Paulo Freire, whose work is conspicuously absent from Fielding and Moss’ book.
Jacob cited in Lyotard, op cit.
Here is it hard not to recall Foucault’s (2003) reading of Kant’s essay on Enlightenment, and the emphasis he places, first on Kant’s ‘instruction’: Aude sapere: ‘dare to know,’ ‘have the courage, the audacity, to know,’ and, then, on Kant’s definition of Enlightenment, “Aufklärung, as an Ausgang, an ‘exit,’ a ‘way out.’” I do precisely that in my “Thinking/Being Difference: The Question of the Stranger, and a Defense of an Other Philosophical Location.” I discuss the poetics of original/originary philosophy as the translation of a thinking that always attempts to move ‘outside’ philosophy, to locate an ‘exit’ a ‘way out,’ an exit by locating the entrance, the threshold that is both the way in and the way out.
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Duarte, E.M. Review of Michael Fielding and Peter Moss: Radical Education and the Common School . Stud Philos Educ 31, 491–500 (2012). https://doi.org/10.1007/s11217-012-9291-x
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DOI: https://doi.org/10.1007/s11217-012-9291-x