Studies in Philosophy and Education 35 (4):371-383 (2016)

Authors
Igor Jasinski
Montclair State University
Abstract
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 to move beyond P4C in order to theorize a non-instrumental, in-tentional, educational community without pre-conceived goals or intentions. Drawing largely from the work of Italian philosopher Giorgio Agamben, we describe the P4C-classroom as one that refuses to be operative and thus undermines the taken-for-granted logic of means and ends that underlies how educational communities are typically depicted and justified. Again drawing from Agamben, we identify the specific ways in which the experience of love and friendship constitute the in-tentional community. The silence of the voice of the teacher enables the experience of love and friendship to come about. Being included as an exclusion via his/her silence, the teacher is neither immanent nor transcendent but alongside the community as a paradigm of friendship.
Keywords Education  Community  Philosophy for children  Agamben  Biesta
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DOI 10.1007/s11217-015-9480-5
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Democracy and Education.John Dewey - 1916 - Dover Publications.
Thinking in Education.Matthew Lipman - 1992 - British Journal of Educational Studies 40 (2):187-189.

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