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Charles Bingham [23]Charles W. Bingham [2]Charles Wayne Bingham [1]
  1.  1
    International Handbook of Philosophy of Education.Ann Chinnery, Nuraan Davids, Naomi Hodgson, Kai Horsthemke, Viktor Johansson, Dirk Willem Postma, Claudia W. Ruitenberg, Paul Smeyers, Christiane Thompson, Joris Vlieghe, Hanan Alexander, Joop Berding, Charles Bingham, Michael Bonnett, David Bridges, Malte Brinkmann, Brian A. Brown, Carsten Bünger, Nicholas C. Burbules, Rita Casale, M. Victoria Costa, Brian Coyne, Renato Huarte Cuéllar, Stefaan E. Cuypers, Johan Dahlbeck, Suzanne de Castell, Doret de Ruyter, Samantha Deane, Sarah J. DesRoches, Eduardo Duarte, Denise Egéa, Penny Enslin, Oren Ergas, Lynn Fendler, Sheron Fraser-Burgess, Norm Friesen, Amanda Fulford, Heather Greenhalgh-Spencer, Stefan Herbrechter, Chris Higgins, Pádraig Hogan, Katariina Holma, Liz Jackson, Ronald B. Jacobson, Jennifer Jenson, Kerstin Jergus, Clarence W. Joldersma, Mark E. Jonas, Zdenko Kodelja, Wendy Kohli, Anna Kouppanou, Heikki A. Kovalainen, Lesley Le Grange, David Lewin, Tyson E. Lewis, Gerard Lum, Niclas Månsson, Christopher Martin & Jan Masschelein - 2018 - Springer Verlag.
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  2.  30
    Against Educational Humanism: Rethinking Spectatorship in Dewey and Freire.Charles Bingham - 2016 - Studies in Philosophy and Education 35 (2):181-193.
    In this essay, I investigate the human act of spectatorship as found in the work of John Dewey and Paulo Freire. I will show that each is thoroughly anti-watching when it comes to educational practices. I then problematize their positions by looking at their spectatorial commitments in the realm of aesthetics. Both Dewey and Freire have a different opinion about spectatorship when it is a matter of watching art. I claim that this different in opinion derives from the practice of (...)
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  3.  49
    Under the Name of Method: On Jacques Rancière's Presumptive Tautology.Charles Bingham - 2009 - Journal of Philosophy of Education 43 (3):405-420.
    This paper investigates the philosophical method of Jacques Rancière, with special attention to use of the 'presumptive tautology'. It distinguishes between the Enlightenment conception of method as universally applicable technique, and the philosophical conception of method as a certain style that has been invented by a certain person. Ultimately, the paper puts the methodology of Rancière's The Ignorant Schoolmaster under scrutiny.
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  4.  31
    The Hermeneutics of Educational Questioning.Charles Bingham - 2005 - Educational Philosophy and Theory 37 (4):553–565.
    This article looks at the practice of educational questioning using the philosophical hermeneutics of Hans‐Georg Gadamer. It first looks at questions and statements from a hermeneutic perspective, demonstrating some of the differences and similarities between the two. It then details Gadamer's notion of the ‘true question’, asking whether it is possible for teachers to ask ‘true questions’. Then, it turns to some concrete ways to rethink educational questioning. Three themes are proposed, themes to keep in mind when educational questions are (...)
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  5.  25
    Derrida on Teaching: The Economy of Erasure.Charles W. Bingham - 2007 - Studies in Philosophy and Education 27 (1):15-31.
    This article explores Derrida's claim that teaching is a deconstructive process. In order to explore this claim, the Derridean concept of "erasure" is explored. Using the concept of erasure, this article examines two important aspects of teaching: the name that teachers establish for themselves, and, teaching against social power from a Derridean perspective. Ultimately, the paper confirms Derrida's claim that teaching is indeed a deconstructive practice.
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  6.  8
    The Goals of Language, the Language of Goals: Nietzsche's Concern with Rhetoric and its Educational Implications.Charles Bingham - 1998 - Educational Theory 48 (2):229-240.
  7.  31
    Montaigne, Nietzsche, and the Mnemotechnics of Student Agency.Charles Bingham - 2007 - Educational Philosophy and Theory 39 (2):168–181.
    This essay explores the educational implications of the thought of Michel de Montaigne and Friedrich Nietzsche on the subject of memory. It explores the sorts of cultural memory practices that Nietzsche has called ‘mnemotechnics’, that is, the aspects of memory use that allow human beings to live life more fully. Nietzsche and Montaigne's work is explored because their work offers a different, and much more philosophically oriented, perspective on memory than is commonly discussed when educators speak of memory. Nietzsche and (...)
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  8.  53
    Two Educational Ideas for 2011 and Beyond.Charles Bingham - 2011 - Studies in Philosophy and Education 30 (5):513-519.
    In this article, I argue that education has come to a crossroads. It is so easy to become educated that the role of the teacher can be seen as redundant. Because of this fact, it is time to reconsider what the teacher does, and whether the aim of clear communication by the teacher can, or should, be an educational goal. I argue that clear communication can no longer be embraced. Instead I offer two new educational ideas for 2011 and beyond. (...)
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  9.  70
    On Paulo Freire's Debt to Psychoanalysis: Authority on the Side of Freedom.Charles Bingham - 2002 - Studies in Philosophy and Education 21 (6):447-464.
    Paulo Freire's major work, Pedagogy of the Oppressed, owes adebt to psychoanalysis. In particular, as this paper argues,Freire's account of teacher authority needs to be understoodthrough psychoanalytic sensibilities. Paulo Freire maintains thatteacher authority can be ``on the side of freedom.'' This is ahighly charged claim given that liberalist traditions generallycast authority as the enemy of freedom. Breaking with liberalunderstandings of authority, Freire's ``authority on the sideof freedom'' is a matter of maintaining the delicate psychicbalance that leads neither to domination nor (...)
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  10.  82
    Response to Caroline Pelletier’s Review of Jacques Rancière: Education, Truth, Emancipation.Gert Biesta & Charles Bingham - 2012 - Studies in Philosophy and Education 31 (6):621-623.
  11.  13
    Aesthetics and the Paradox of Educational Relation.Charles Bingham & Alexander Sidorkin - 2000 - Journal of Philosophy of Education 35 (1):21–30.
  12. Philosophy for Children as a Teaching Movement in an Era of Too Much Learning.Charles Bingham - 2015 - Childhood and Philosophy 11 (22):223-240.
    In this article, I contextualize the community of inquiry approach, and Philosophy for Children, within the current milieu of education. Specifically, I argue that whereas former scholarship on Philosophy for Children had a tendency to critique the problems of teacher authority and knowledge transmission, we must now consider subtler, learner-centered scenarios of education as a threat to Philosophy for Children. I begin by offering a personal anecdote about my own experience attending a ‘reverse-integrated’ elementary school in 1968. I use this (...)
     
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  13.  6
    Before Recognition, and After: The Educational Critique.Charles Bingham - 2006 - Educational Theory 56 (3):325-344.
    Social struggles that turn on race, gender, and sexuality are struggles for recognition. At least, this has been a widespread assumption for decades. Yet this assumption has come under critique of late. In this essay, Charles Bingham looks into the debate that surrounds the recognitive paradigm. He looks both at the general debate, and then at the more specific educational debate around recognition. He concludes by highlighting the practical contributions that educators bring to recognitive discourse. Such practical contributions are missing (...)
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  14.  18
    Book Review Section 1. [REVIEW]Linda Laidlaw, Ann E. Fordon, Jacqueline Davis, Jennifer A. Vadeboncoeur, Mary Bushnell, Michael Romanowski, Charles Bingham, Barbara J. Thayer-Bacon, Krempasky Jr & William B. Stanley - 1999 - Educational Studies 30 (3-4):297-387.
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  15.  29
    The Literary Life of Educational Authority.Charles Bingham - 2006 - Journal of Philosophy of Education 40 (3):357–369.
    This article looks into the workings of educational authority. While scholarly debate in education usually promotes authority as either good or bad, the same debate seldom asks questions about how authority works. This article is, then, an answer to the question ‘How?’ How does educational authority operate? It operates, it is suggested, in much the same way that literary authority operates. To make the case for educational authority as literary authority, the paper uses the philosophical work of Jacques Derrida and (...)
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  16.  23
    What Friedrich Nietzsche Cannot Stand About Education: Toward a Pedagogy of Self‐Reformulation.Charles Bingham - 2001 - Educational Theory 51 (3):337-352.
  17.  27
    Settling No Conflict in the Public Place: Truth in Education, and in Rancièrean Scholarship.Charles Bingham - 2010 - Educational Philosophy and Theory 42 (5-6):649-665.
    This essay offers an educational understanding of truth deriving from the work of Jacques Rancière. Unlike other educational accounts—the traditional, progressive, and critical accounts—of truth that take education as a way of approaching pre‐existing truths, this essay establishes an account of truth that is intrinsic to education. It uses Rancière's language theory to do so, showing that Rancière's own perspective on truth is in fact opposed to the one so often promoted in and through education. To conclude, the essay explores (...)
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  18.  32
    Language and Intersubjectivity: Recognizing the Other Without Taking Over or Giving In.Charles Bingham - 1999 - Philosophy in the Contemporary World 6 (3/4):9-14.
    Using the work of Maurice Merleau-Ponty and Jessica Benjamin, I here describe the role of language in achieving intersubjective relationships among persons.
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