23 found
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  1.  32
    Education in an Age of Digital Technologies.Joris Vlieghe - 2014 - Philosophy and Technology 27 (4):519-537.
    On the basis of a close reading of three authors , I try to elucidate what the growing presence of digital technologies in our lives implies for the sphere of schooling and education. Developing a technocentric perspective, I discuss whether what is happening today concerns just the newest form of humankind's fundamental dependency on a technological milieu or that it concerns a fundamental shift. From Flusser, I take the idea that the practice of writing shapes human subjectivity, as well as (...)
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  2.  10
    Rethinking Emancipation with Freire and Rancière: A Plea for a Thing-Centred Pedagogy.Joris Vlieghe - 2018 - Educational Philosophy and Theory 50 (10):917-927.
    In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire’s work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Rancière. Not only is the latter’s work on education (...)
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  3.  43
    Experiencing Potentiality: Bollnow and Agamben on the Educational Meaning of School Practices.Joris Vlieghe - 2013 - Studies in Philosophy and Education 32 (2):189-203.
  4.  9
    Temporality, Pleasure, and the Angelic in Teaching: Toward a Pictorial-Ontological Turn in Education.Joris Vlieghe & Tyson E. Lewis - 2017 - Journal of Aesthetic Education 51 (2):59-81.
    In this article, we explore the possibilities that works of art might possess for looking in original and unforeseen ways into something that, at first sight, has little to do with arts and artistic practice. To be more precise, we present here three artistic representations, taken from various times and style periods, that depict a well-known figure in art history: angels. A detailed description and analysis of these images give us the opportunity to figure out something about another figure, which (...)
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  5.  19
    Traditional and Digital Literacy. The Literacy Hypothesis, Technologies of Reading and Writing, and the ‘Grammatized’ Body.Joris Vlieghe - 2015 - Ethics and Education 10 (2):209-226.
    This article discusses, from a theoretical and philosophical perspective, the meaning and the importance of basic literacy training for education in an age in which digital technologies have become ubiquitous. I discuss some arguments, which I draw from the so-called literacy hypothesis approach, in order to understand the significance of a ‘traditional’ initiation into literacy. I then use the work of Bernard Stiegler on bodily gestures and routines, related to different technologies, in order to elaborate and criticize the claims the (...)
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  6.  9
    Laughter as Immanent Life-Affirmation: Reconsidering the Educational Value of Laughter Through a Bakhtinian Lens.Joris Vlieghe - 2014 - Educational Philosophy and Theory 46 (2):1-14.
    In this article I try to conceive a new approach towards laughter in the context of formal schooling. I focus on laughter in so far as it is a bodily response during which we are entirely delivered to uncontrollable, spasmodic reactions. To see the educational relevance of this particular kind of laughter, as well as to understand why laughter is often dealt with in a very negative way in pedagogical contexts, this phenomenon should be carefully distinguished from humor or amusement. (...)
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  7.  8
    Éducation Sentimentale? Rethinking Emotional Intelligence with Michel Henry: From Incarnation to Education.Wiebe Koopal & Joris Vlieghe - 2019 - Ethics and Education 14 (3):367-382.
    ABSTRACTIn this paper we explore the possibility of rethinking the concept of emotional intelligence within the context of education. By developing a pedagogical dialogue with Michel Henry’s phenomenology of incarnation, we try to move beyond existing models of emotional intelligence by shifting the emphasis from the intellectual significance of emotion to a more original incarnate affectivity within intelligence, understood as lived sense-making. We claim that this ontological and ontogenetic perspective on emotion puts it at the heart of education. Yet only (...)
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  8.  24
    Infants, Childhood and Language in Agamben and Cavell: Education as Transformation.Stefan Ramaekers & Joris Vlieghe - 2014 - Ethics and Education 9 (3):292-304.
    In this paper we explore a new way to deal with social inequality and injustice in an educational way. We do so by offering a particular reading of a scene taken from Minnelli's film The Band Wagon which is often regarded as overly western-centred and racist. We argue, however, that the way in which words and movements in this scene function are expressive of an event that can be read as a new beginning and that it is for this reason (...)
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  9.  11
    Schooling Bodies to Read and Write: A Technosomatic Perspective.Joris Vlieghe - 2016 - Educational Theory 66 (4):441-455.
    In this article Joris Vlieghe defends the view that technologies of reading and writing are more than merely instruments that support education, arguing that these technologies themselves decide what education is all about and that they form subjectivity in substantial ways. Expanding on insights taken from media theory, Vlieghe uses the work of Bernard Stiegler in order to develop a “technosomatic” account of literacy initiation, that is, a perspective that zooms in on the physical dimensions of how to operate writing (...)
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  10.  10
    The Educational Meaning of Tiredness: Agamben and Buytendijk on the Experience of Potentiality.Joris Vlieghe - 2016 - Ethics and Education 11 (3):359-371.
    In this article, I go deeper into the educational meaning of tiredness. Over and against the mainstream view that tiredness is an impediment for education, I show that this phenomenon is intrinsically meaningful. My arguments are based, first, on a detailed phenomenological analysis of tiredness, as proposed by Buytendijk. Tiredness can be defined as the point where lack of willpower and lack of ability become utterly indistinguishable. Second, I turn to Agamben’s genealogy of the will, which shows that willpower was (...)
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  11.  17
    The Educational Meaning of Communal Laughter: On the Experience of Corporeal Democracy.Joris Vlieghe, Maarten Simons & Jan Masschelein - 2010 - Educational Theory 60 (6):719-734.
  12.  11
    ICT Literacy: A Technical or Non-Technical Issue?Joris Vlieghe - 2017 - Foundations of Science 22 (2):401-404.
    In this short reply to Riis’ paper I first deal with his perceptive defence of ICT literacy, to which I fully subscribe, showing how his ideas might gain from highlighting the ‘technical’ dimensions involved in literacy practices. Second, this will allow me to make some comments regarding the curricular and organizational aspects of contemporary education, which forms the largest part of his paper. My main line of criticism towards Riis’ paper is that I defend a ‘technical’ rather than a ‘non-technical’ (...)
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  13.  6
    Religious Education or Education About Religion?Joris Vlieghe - 2019 - Ethics and Education 14 (2):241-246.
    ABSTRACTIn this reply to Agbaria’s reflections on religious authority I first make a distinction between three forms of authority: theological, sociological and educational. Defending the need for a purely educational account of authority, I develop with Arendt a thing-centered approach towards education. This allows me to transcend the traditional opposition between teacher – and student-centered views in education. From this perspective I argue for making a further distinction, viz. between religious education and education about religion. I will defend the last (...)
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  14.  11
    Alphabetization as Emancipatory Practice: Freire, Rancière, and Critical Pedagogy.Joris Vlieghe - forthcoming - Philosophy of Education.
  15.  10
    After Postmodernism: Asking the Right Question.Joris Vlieghe & Piotr Zamojski - 2018 - Educational Philosophy and Theory 50 (14):1502-1503.
  16.  4
    Education and Hope.Joris Vlieghe - 2019 - Ethics and Education 14 (2):117-125.
    ABSTRACTThis introduction sets a framework for the special issue on Education and Hope which contains a selection of papers presented at the 16th Conference of the International Network of Philosophers of Education. It sketches the issue of how education and hope are closely intertwined notions. This introduction also gives an overview of the articles included in this issue and how they are thematically arranged. In a short conclusion the issue of hope is related to the issue of speed and slowness.
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  17.  25
    A Material and Practical Account of Education in Digital Times: Neil Postman’s Views on Literacy and the Screen Revisited.Joris Vlieghe - 2016 - Studies in Philosophy and Education 35 (2):163-179.
    In this article I deal with the impact of digitization on education by revisiting the ideas Neil Postman developed in regard with the omnipresence of screens in the American society of the 1980s and their impact on what it means to grow up and to become an educated person. Arguing, on the one hand, that traditionally education is profoundly related to the initiation into literacy, and on the other hand, that the screen may come to replace the book as the (...)
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  18.  24
    Physical Education as 'Means Without Ends': Towards a New Concept of Physical Education.Joris Vlieghe - 2013 - Educational Philosophy and Theory 45 (9):934-948.
    This article is concerned with the educational value of raising the human body at school. Drawing inspiration from the work of Giorgio Agamben, I develop a new perspective that explores the possibility of taking the concept of physical education in a literal sense. This is to say that the specific educational content of physical education (in contradistinction to organized sporting life outside school) resides in its concentration on the physical ?as such?. This is not an obvious path to explore, because (...)
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  19. Foucault, Limit-Experience and the Body. On the Possibility of a Critical Attitude.Joris Vlieghe - forthcoming - Philosophy and Social Criticism.
     
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  20.  22
    Education, Digitization and Literacy Training: A Historical and Cross-Cultural Perspective.Joris Vlieghe - 2016 - Educational Philosophy and Theory 48 (6).
    In this article, I deal with the transition from traditional ‘school’ forms of instruction to educational processes that are fully mediated by digital technologies. Against the background of the idea the very institution ‘school’ is closely linked to the invention of the alphabetic writing system and to the need of initiating new generations into a literate culture, I focus on the issue of literacy training. I argue that with the digitization of education, a fundamental transition takes place regarding what it (...)
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  21.  16
    Foucault, Butler and Corporeal Experience.Joris Vlieghe - 2014 - Philosophy and Social Criticism 40 (10):1019-1035.
    This article is concerned with the possibility of conceiving a form of social critique that has its locus in the human body. Therefore I engage in a close reading of the (later) work of Butler which can be analysed as an elaboration of a Foucaldian critical ‘virtue’. In order to elaborate and to refine my ideas I go deeper into the criticisms McNay has uttered regarding the very impossibility of taking any distance from a given social or political order within (...)
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  22.  7
    Potentialism in Education.Joris Vlieghe - 2016 - Ethics and Education 11 (3):338-339.
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  23.  7
    Technologies of Reading and Writing: Transformation and Subjectivation in Digital Times.Amanda Fulford, Naomi Hodgson, Anna Kouppanou & Joris Vlieghe - 2016 - Educational Theory 66 (4):435-440.