Authors
Daniel Friedrich
Humboldt-University, Berlin
Abstract
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 artists and designers such as Katerina Kamprani and Grupo de Arte Callejero have much to offer educational philosophers and theorists interested in practices of suspension. In conclusion, we suggest ways in which educators can tinker with and hack into the curriculum by playing with the quintessential embodiment of learning: the test.
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Reprint years 2015, 2016
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DOI 10.1080/00131857.2015.1004153
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Study Time: Heidegger and the Temporality of Education.Tyson E. Lewis - 2017 - Journal of Philosophy of Education 51 (1):230-247.
Study Time: Heidegger and the Temporality of Education.Tyson E. Lewis - 2016 - Journal of Philosophy of Education 50 (2).
The Educational Community as In-Tentional Community.Igor Jasinski & Tyson E. Lewis - 2016 - Studies in Philosophy and Education 35 (4):371-383.

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