Ethics and Education 11 (3):352-358 (2016)

Igor Jasinski
Montclair State University
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 new and better experiences, to Ivan Illich’s emphasis on the experience of the new, to Gert Biesta’s idea that education needs to allow students to bring something new into the world, to Jan Masschelein and Maarten Simons’ emphasis on the experience of the possibility of the new. Finally, drawing from the work of Giorgio Agamben and Tyson E. Lewis, I show how a potentialist notion of experience operates with a different temporality, enabling us to think of the experience of the potentiality of the new as such as what accounts for the educational value of non-directional practices – not only in spite of, but because of their lack of directionality.
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DOI 10.1080/17449642.2016.1241208
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References found in this work BETA

Experience and Education.John Dewey - 1938 - Kappa Delta Pi.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.
Philosophy in the Classroom: 2d Ed.Matthew Lipman - 1977 - Temple University Press.
Philosophy in the Classroom.Matthew Lipman, Ann Margaret Sharp & Frederick S. Oscanyan - 1977 - Proceedings and Addresses of the American Philosophical Association 51 (2):213-214.

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What is a Significant Educational Experience?Geoffrey Hinchliffe - 2011 - Journal of Philosophy of Education 45 (3):417-431.
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