21 found
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  1.  18
    Education Incarnate.Sharon Todd - 2016 - Educational Philosophy and Theory 48 (4).
    For the past 15 years, scholars in education have focused on Levinas’s work largely in terms of his understanding of alterity, of the self-Other relation, of ethics as ‘first philosophy’ and the significance these concepts have on rethinking educational theory and practice. What I do in this paper, by way of method, is to start from a slightly different place, from the assertion that there is indeed something ‘new’ to be explored in Levinas’s philosophy – both in terms of ideas (...)
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  2.  10
    Experiencing Change, Encountering the Unknown: An Education in ‘Negative Capability’ in Light of Buddhism and Levinas.Sharon Todd - 2015 - Journal of Philosophy of Education 49 (2):240-254.
    This article offers a reading of the philosophies of Emmanuel Levinas and Theravada Buddhism across and through their differences in order to rethink an education that is committed to ‘negative capability’ and the sensibility to uncertainty that this entails. In fleshing this out, I first explore Buddhist ideas of impermanence, suffering and non-self, known as the three marks of existence, from the perspective of Theravada Buddhism. I explore in particular vipassana meditation's insistence on openness to the transient nature of experience (...)
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  3.  24
    Between Body and Spirit: The Liminality of Pedagogical Relationships.Sharon Todd - 2014 - Journal of Philosophy of Education 48 (2):231-245.
    This article explores the pedagogical, transformative aspects of education as a relation, viewing such transformation as occurring in the liminal space between body and spirit. In order to explore this liminal space more thoroughly, the article first outlines a case for why liminality is of educational and not only of pedagogical concern, building on James Conroy's notion of the liminal imagination and his emphasis on the importance of metaphor for calling our attention to the ontological spaces that make up educational (...)
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  4.  42
    Living in a Dissonant World: Toward an Agonistic Cosmopolitics for Education.Sharon Todd - 2010 - Studies in Philosophy and Education 29 (2):213-228.
  5. Philosophy of Education and the Gigantic Affront of Universalism.Penny Enslin, Mary Tjiattas & Sharon Todd - 2009 - Philosophy of Education 43 (1):1-2.
    Universalism in philosophy, argue Penny Enslin and Mary Tjiattas, tends to be regarded as an affront to particular affiliations, an act of injustice by misrecognition. While agreeing with criticisms of some expressions of universalism, they take the view that anti-universalism has become an orthodoxy that deflects attention from pressing issues of global injustice in education. In different ways, recent reformulations of universalism accommodate particularity and claims for recognition. Defending a qualified universalism, they argue, through a discussion of the Education for (...)
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  6.  27
    Culturally Reimagining Education: Publicity, Aesthetics and Socially Engaged Art Practice.Sharon Todd - 2018 - Educational Philosophy and Theory 50 (10):970-980.
    This paper sets out to reimagine education through a cultural perspective and explores education as a performative practice that establishes certain borders of ‘public’ belonging. Wide-spread debates about the public dimension of schools and universities have focused on how economic rationales need to be replaced with alternative visions of education. This paper seeks to contribute to this revisioning of the public in education by reclaiming education as a specifically cultural endeavour, one tied to practices that are at once both performative (...)
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  7.  48
    Educating Beyond Cultural Diversity: Redrawing the Boundaries of a Democratic Plurality.Sharon Todd - 2011 - Studies in Philosophy and Education 30 (2):101-111.
  8.  16
    Introduction.Sharon Todd & Oren Ergas - 2015 - Journal of Philosophy of Education 49 (2):163-169.
  9.  25
    Teachers Judging Without Scripts, or Thinking Cosmopolitan.Sharon Todd - 2007 - Ethics and Education 2 (1):25-38.
    A cosmopolitan ethic invites both an appreciation of the rich diversity of values, traditions and ways of life and a commitment to broad, universal principles of human rights that can secure the flourishing of that diversity. Despite the tension between universalism and particularism inherent in this outlook, it has received much recent attention in education. I focus here on one of the dilemmas to be faced in taking cosmopolitanism seriously, namely, the difficulty of judging what is just in the context (...)
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  10.  31
    Promoting a Just Education: Dilemmas of Rights, Freedom and Justice.Sharon Todd - 2007 - Educational Philosophy and Theory 39 (6):592–603.
    This paper identifies and addresses some dilemmas to be faced in promoting educational projects concerned with human rights. Part of the difficulty that human rights education initiatives must cope with is the way in which value has been historically conferred upon particular notions such as freedom and justice. I argue here that a just education must grapple head‐on with the conceptual dilemmas that have been inherited and refuse to shy away from the implications of those dilemmas. To do this I (...)
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  11.  48
    Introduction: Levinas and Education: The Question of Implication.Sharon Todd - 2003 - Studies in Philosophy and Education 22 (1):1-4.
  12.  65
    A Fine Risk To Be Run? The Ambiguity of Eros and Teacher Responsibility.Sharon Todd - 2003 - Studies in Philosophy and Education 22 (1):31-44.
    Teachers are often placed in a space of tensionbetween responding to students as persons andresponding to students through theirinstitutionally-defined roles. Particularlywith respect to eros, which has becomeincreasingly the subject of strictinstitutional legislation and regulation,teachers have little recourse to a language ofresponsibility outside an institutional frame. By studying the significance of communicativeambiguity for responsibility, this paperexplores what is ethically at stake forteachers in erotic forms of communication. Specifically, it is Levinas's own ambiguousunderstanding of the ethical significance oferos, and what we have (...)
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  13.  5
    11 Welcoming and Difficult Learning.Sharon Todd - 2008 - In Denise Egéa-Kuehne (ed.), Levinas and Education: At the Intersection of Faith and Reason. Routledge. pp. 18--170.
  14.  6
    Introduction to INPE Special Issue: Passion, Commitment and Justice in Education.Sharon Todd - 2014 - Ethics and Education 9 (1):39-41.
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  15.  30
    Going to the Heart of the Matter.Sharon Todd - 2011 - Studies in Philosophy and Education 30 (5):507-512.
    Written as a conversational response to Rosa Luxemburg, this piece discusses the importance of going to the heart of the matter for education, seen here in terms of the actual flesh and blood subjects who are at the centre of a pedagogy of transformation.
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  16.  18
    Guilt, Suffering and Responsibility.Sharon Todd - 2001 - Journal of Philosophy of Education 35 (4):597–614.
  17.  17
    A Subtle Pedagogy: A Response to Megan Laverty.Sharon Todd - 2014 - Ethics and Education 9 (1):54-57.
  18.  28
    Response to Doris Santoro’s Review of Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism.Sharon Todd - 2011 - Studies in Philosophy and Education 30 (3):311-313.
  19.  7
    The Belated Time of Reading, or Inconsolable Ethics.Sharon Todd - forthcoming - Philosophy of Education.
  20. Philosophy East / West: Exploring Intersections Between Educational and Contemplative Practices.Oren Ergas & Sharon Todd (eds.) - 2015 - Wiley-Blackwell.
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  21. Re-Imagining Relationships in Education: Ethics, Politics and Practices.Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd & Christine Winter - 2014 - Wiley-Blackwell.
    _Re-Imagining Relationships in Education_ re-imagines relationships in contemporary education by bringing state-of-the-art theoretical and philosophical insights to bear on current teaching practices. Introduces theories based on various philosophical approaches into the realm of student teacher relationships Opens up innovative ways to think about teaching and new kinds of questions that can be raised Features a broad range of philosophical approaches that include Arendt, Beckett, Irigaray and Wollstonecraft to name but a few Includes contributors from Norway, England, Ireland, Scotland, Spain, Sweden, (...)
     
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