23 found
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  1.  18
    White Paper Concerning Philosophy of Education and Environment.Chloe Humphreys & Sean Blenkinsop - 2017 - Studies in Philosophy and Education 36 (3):243-264.
    This paper begins with a recognition that questions of climate change, environmental degradation, and our relations to the natural world are increasingly significant and requiring of a response not only as philosophers of education but also as citizens of the planet. As such the paper explores five of the key journals in philosophy of education in order to identify the extent, range, and content of current discussions related to the environment. It then organizes and summaries the articles that were located (...)
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  2.  17
    Teaching Towards the Post-Human: The Courage to Entangle.Sean Blenkinsop - 2020 - Studies in Philosophy and Education 39 (4):453-457.
  3.  9
    Introduction to Ecologizing Philosophy of Education.Ramsey Affifi, Sean Blenkinsop, Chloe Humphreys & Clarence W. Joldersma - 2017 - Studies in Philosophy and Education 36 (3):229-241.
  4.  10
    Shut-Up and Listen: Implications and Possibilities of Albert Memmi’s Characteristics of Colonization Upon the “Natural World”.Michael Danann Sitka-Sage, Laura Piersol, Ramsey Affifi & Sean Blenkinsop - 2017 - Studies in Philosophy and Education 36 (3):349-365.
    This paper begins by exploring the anti-colonial work of Tunisian scholar Albert Memmi in his classic book The Colonizer and the Colonized and determining whether the characteristics of colonization that he names can be successfully applied to the current relationship between modern humans and the “natural world”. After considering what we found to be the five key characteristics: manufacturing the colonial, alienation and unknowability, violence, psychological strategies, and language, history, and metaphor we draw clear parallels, through selected examples, to the (...)
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  5.  18
    Shut-Up and Listen: Implications and Possibilities of Albert Memmi’s Characteristics of Colonization Upon the “Natural World”.Sean Blenkinsop, Ramsey Affifi, Laura Piersol & Michael De Danann Sitka-Spruce - forthcoming - Studies in Philosophy and Education:1-17.
    This paper begins by exploring the anti-colonial work of Tunisian scholar Albert Memmi in his classic book The Colonizer and the Colonized and determining whether the characteristics of colonization that he names can be successfully applied to the current relationship between modern humans and the “natural world”. After considering what we found to be the five key characteristics: manufacturing the colonial, alienation and unknowability, violence, psychological strategies, and language, history, and metaphor we draw clear parallels, through selected examples, to the (...)
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  6.  8
    Shut-Up and Listen: Implications and Possibilities of Albert Memmi’s Characteristics of Colonization Upon the “Natural World”.Michael De Danann Sitka-Sage, Laura Piersol, Ramsey Affifi & Sean Blenkinsop - 2017 - Studies in Philosophy and Education 36 (3):349-365.
    This paper begins by exploring the anti-colonial work of Tunisian scholar Albert Memmi in his classic book The Colonizer and the Colonized and determining whether the characteristics of colonization that he names can be successfully applied to the current relationship between modern humans and the “natural world”. After considering what we found to be the five key characteristics: manufacturing the colonial, alienation and unknowability, violence, psychological strategies, and language, history, and metaphor we draw clear parallels, through selected examples, to the (...)
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  7.  6
    Four Slogans for Cultural Change: An Evolving Place-Based, Imaginative and Ecological Learning Experience.Sean Blenkinsop - 2012 - Journal of Moral Education 41 (3):353-368.
    This article focuses primarily on our research group?s year of preparation before the opening of a new K-7 publicly funded ecological ?school? for students aged 5?12. The article begins with a discussion of the reasons for seeking ways to change the values of a culture which fails to confront the consequences of its destructive practices, and for looking for a new approach to ecological education which sees the more-than-human world as an integral part of the learning situation. Five principles are (...)
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  8.  11
    Erratum To: Shut-Up and Listen: Implications and Possibilities of Albert Memmi’s Characteristics of Colonization Upon the “Natural World”.Michael Danann Sitka-Sage, Laura Piersol, Ramsey Affifi & Sean Blenkinsop - 2017 - Studies in Philosophy and Education 36 (3):367-367.
  9.  66
    Martin Buber: Educating for Relationship.Sean Blenkinsop - 2005 - Ethics, Place and Environment 8 (3):285 – 307.
    This paper proposes that contained within Martin Buber's works one can find useful support for, and insights into, an educational philosophy that stretches across, and incorporates, both the human and non-human worlds. Through a re-examination of his seminal essay Education2, and with reference to specific incidents in his autobiography (e.g. the horse, his family, the theatre and the tree) and to central tenets of his theology (e.g. the shekina, the Eternal Thou and teshuvah) we shall present a more coherent understanding (...)
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  10.  18
    Self-Deception in the Classroom: Educational Manifestations of Sartre’s Concept of Bad Faith.Sean Blenkinsop & Tim Waddington - 2014 - Educational Philosophy and Theory 46 (14):1-11.
    This article explores an important section of Jean-Paul Sartre’s famous early work, Being and Nothingness. In that section Sartre proposes that part of the human condition is to actively engage in a particular kind of self-deception he calls bad faith. Bad faith is recognized by the obvious inconsistency between the purported self-knowledge of an individual and ways of acting and being in the world that are demonstrably in defiance of that stated position. This article begins by exploring examples of this (...)
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  11.  14
    Land, Language and Listening: The Transformations That Can Flow From Acknowledging Indigenous Land.Sean Blenkinsop & Mark Fettes - 2020 - Journal of Philosophy of Education 54 (4):1033-1046.
    Journal of Philosophy of Education, EarlyView.
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  12.  25
    Becoming Teacher/Tree and Bringing the Natural World to Students: An Educational Examination of the Influence of the Other‐Than‐Human World and the Great Actor on Martin Buber's Concept of the I/Thou.Sean Blenkinsop & Charles Scott - 2017 - Educational Theory 67 (4):453-469.
    This essay is written in two sections. The first, following a short introduction, is made up of three scenarios drawn from the life and work of Martin Buber. As well as demonstrating his obvious interest in human relationships with the other-than-human, each scenario describes an encounter between either Buber himself or a stand-in character and a member of the other-than-human world. Together, these scenes not only suggest that I/Thou encounters are possible with the other-than-human, and that they are important for (...)
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  13.  2
    Freedome & Flourishing in a Posthumanist Age.Sean Blenkinsop, Marcus Morse & Michael De Danann Datura - 2017 - Philosophy of Education 73:585.
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  14.  6
    Education, Sustainable or Otherwise, as Simulacra: A Symphony of Baudrillard.Chloe Humphreys, Sean Blenkinsop & Bob Jickling - 2022 - Educational Philosophy and Theory 54 (3):310-323.
    Preamble: Singers gathering on stage This is a paper for three voices. An attempt at a philosophic experience in the symphonic form. The first voice carries the tune and holds the shape of the paper as it focuses on Baudrillard and proposes that public education in Canada today is in fact a simulacra. The second voice has more room to roam, tracing some of the Western philosophical underpinnings of Baudrillard’s stages of the simulacra from Aristotle to Saussure’s centralization of human (...)
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  15.  16
    Ecologizing Education: Philosophy, Place, and Possibility.Clarence W. Joldersma & Sean Blenkinsop - 2017 - Educational Theory 67 (4):371-377.
  16.  15
    Growing the Conversation: A Burgeoning Response.Chloe Humphreys & Sean Blenkinsop - 2017 - Educational Philosophy and Theory:1-3.
  17.  10
    Growing the Conversation: A Burgeoning Response.Chloe Humphreys & Sean Blenkinsop - 2019 - Educational Philosophy and Theory 51 (2):153-155.
  18.  10
    ‘Neo’ is Not Enough: Theorizing and Educating in a Time of Total Renegotiation.Sean Blenkinsop - 2018 - Educational Philosophy and Theory 50 (14):1416-1417.
  19.  31
    From Waiting for the Bus to Storming the Bastille: From Sartrean Seriality to the Relationships That Form Classroom Communities.Sean Blenkinsop - 2012 - Educational Philosophy and Theory 44 (2):183-195.
    One of the tasks of Jean-Paul Sartre's later work was to consider how an individual could live freely within a free community. This paper examines how Sartre describes the process of group formation and the implications of this discussion for education. The paper begins with his metaphor of a bus queue in order to describe a series. Then, by means of Sartre's analysis of the storming of the Bastille, the discussion expands to show how a series becomes a genuine group. (...)
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  20.  18
    Notes on Contributorsepat_844 231.. 232.Sean Blenkinsop, Mark E. Burbach & Kevin Lynn Flores - 2012 - Educational Philosophy and Theory 44 (2):183-195.
    One of the tasks of Jean‐Paul Sartre's later work was to consider how an individual could live freely within a free community. This paper examines how Sartre describes the process of group formation and the implications of this discussion for education. The paper begins with his metaphor of a bus queue in order to describe a series. Then, by means of Sartre's analysis of the storming of the Bastille, the discussion expands to show how a series becomes a genuine group. (...)
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  21.  11
    Erratum To: Shut-Up and Listen: Implications and Possibilities of Albert Memmi’s Characteristics of Colonization Upon the “Natural World”.Sean Blenkinsop, Ramsey Affifi, Laura Piersol & Michael De Danann Sitka-Sage - 2017 - Studies in Philosophy and Education 36 (3):367-367.
  22.  6
    The Experienced Idea: Using Experiential Approaches to Teach Philosophical Concepts.Sean Blenkinsop & Chris Beeman - 2018 - American Association of Philosophy Teachers Studies in Pedagogy 4:61-77.
    The central focus of this article is to share several experiential activities we have designed in our teaching careers that we use to help education students, primarily undergraduates and teacher candidates, access philosophical ideas and enter philosophical discussions. The examples shared below come from our attempts to help students reach key concepts and abstract ideas in some well-known educational philosophical discussions, through engaging in experiences relating to them. They are based on Plato’s Allegory of the Cave, John Dewey’s scientific method, (...)
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  23.  4
    The Experienced Idea in Advance.Sean Blenkinsop & Chris Beeman - forthcoming - American Association of Philosophy Teachers Studies in Pedagogy.
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