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Stefano Oliverio
University of Naples Federico II
  1.  5
    An Edifying Philosophy of Education? Starting a Conversation Between Rorty and Post-Critical Pedagogy.Stefano Oliverio - 2019 - Ethics and Education 14 (4):482-496.
    ABSTRACTIn this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing on the shared attitude towards the critical-negative attitude of poststructuralist thought, the significance of the (...)
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  2.  26
    Accomplishing Modernity: Dewey's Inquiry, Childhood and Philosophy.Stefano Oliverio - 2012 - Education and Culture 28 (2):54-69.
    In her recent much-debated manifesto for Socratic education, Martha Nussbaum (2010) makes two statements seemingly dissonant with each other: on the one hand, she recognizes in Dewey "a thinker who brought Socrates into virtually every American classroom" (p. 64); on the other hand, she points out that "Dewey, however, never addressed systematically the question of how Socratic critical reasoning might be taught to children of various ages" (p. 73). The latter remark works as a sort of springboard to the introduction (...)
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  3.  5
    Parallel Convergences: Thinking with Biesta About Philosophy and Education.Stefano Oliverio - 2017 - Childhood and Philosophy 13 (28).
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  4.  8
    The Question of a Thing-Centred View of Education: Notes on Vlieghe and Zamojski’s Towards an Ontology of Teaching.Stefano Oliverio - 2020 - Studies in Philosophy and Education 39 (1):103-107.
  5. Lipman’s Novels or Turning Philosophy Inside-Out.Stefano Oliverio - 2015 - Childhood and Philosophy 11 (21):81-92.
    Starting from two passages of the autobiography of Lipman, which represent the description of a sort of ‘primary scene’ of P4C, the presented paper shows how the Deweyan notion of qualitative thought is pivotal for the entire Lipmanian undertaking. Dewey’s distinction between ‘situation’ and ‘object’ in thinking is read into the Lipman differentiation of schemata and concepts and used to analyze the reasons for which narrative comes to play a crucial role in the project of education for thinking. The mobilization (...)
     
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  6.  2
    The Child and the P4c Curriculum.Stefano Oliverio - 2020 - Childhood and Philosophy 16 (36):01-26.
    In this paper I take my cue from what I suggest calling “the Adamitic modernity.” By this phrase I endeavor to capture a specific ‘removal’ of childhood that occurs in the Cartesian gesture of the enthroning of Reason. By drawing upon a reading of the major philosophical works of Descartes, I will argue that one of the main thrusts of his conceptual device is a deep-seated, and even anguished, mistrust of childhood and its errors. To put it in a nutshell: (...)
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  7.  10
    “Cunctando Restituit Rem”: Teaching, Grown-Up-Ness and the Impulse Society.Paul Otto Brunstad & Stefano Oliverio - 2019 - Studies in Philosophy and Education 38 (5):569-575.
  8.  94
    The New Alliance Between Science and Education: Otto Neurath’s Modernity Beyond Descartes’ ‘Adamitic’ Science.Stefano Oliverio - 2014 - Studies in Philosophy and Education 33 (1):41-59.
    Starting from a suggestion of Stephen Toulmin and through an interpretation of the criticism to which Neurath, one of the founders of the Vienna Circle, submits Descartes’ views on science, the paper attempts to outline a pattern of modernity opposed to the Cartesian one, that has been obtaining over the last four centuries. In particular, it is argued that a new alliance has to be established between science and education, overcoming Descartes’ banishment against education. In a Neurathian perspective education is (...)
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  9.  1
    Traces of the Intersubject? Note-Taking Within the Community of Philosophical Inquiry.Stefano Oliverio - forthcoming - Educational Philosophy and Theory:1-13.
    In this paper the question of note-taking is addressed in reference to a specific educational approach, that of the community of philosophical inquiry in the tradition of Matthew Lipman and A...
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  10. Pedagogia E Visual Education: La Vienna di Otto Neurath.Stefano Oliverio - 2006 - Unicopli.
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  11.  27
    The Need for “Connectedness in Growth”: Experience and Education and the New Technological Culture.Stefano Oliverio - 2015 - Education and Culture 31 (2):55.
    In this paper, I will endeavour to revisit a central theme of Dewey’s Experience and Education and show its continuing relevance by contextualizing it within a momentous issue in education today. More specifically, I will attempt to proceed along the path of Dewey’s engagement with progressive education by marshalling some of his arguments in discussing what I will call—with a touch of irony—a techno-revolutionary tone recently adopted in education. It is appropriate to specify in advance what I mean by this (...)
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  12.  2
    Symposium Introduction Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe (Philosophy of) Education?Stefano Oliverio - 2019 - Ethics and Education 14 (4):449-452.
    ABSTRACTThis introduction outlines the rationale of the symposium 'Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe Education?'. In particular, it argues that, despite some early statements of Richard Rorty, he may turn out to be a particularly timely thinker in reference to debates occurring in the field of educational theory and philosophy, especially by suggesting an engagement with the latter through vocabularies of hope. Moreover, after highlighting that a valuable dialogue may be established (...)
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  13.  20
    Narcissus and the Care of the Self in Advance.Stefano Oliverio - forthcoming - Teaching Ethics.
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  14.  14
    Narcissus and the Care of the Self.Stefano Oliverio - 2015 - Teaching Ethics 15 (1):35-50.
    The paper takes its cue from the emergence in our society of a new view of the adolescent, which a branch of the psychological literature has spelled out in terms of a passage from Oedipus to Narcissus. It is argued that pre-college ethics education should engage with this passage by deploying educational strategies modelled according to the Care of the Self paradigm but revisiting it through Kierkegaard’s idea of repetition. The latter prevents that paradigm from fostering a sort of aestheticization (...)
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  15.  15
    Ann M. Sharp. "Philosophy for children", un percorso educativo attraverso la filosofia.Maura Striano & Stefano Oliverio - 2007 - Iride: Filosofia e Discussione Pubblica 20 (2):249-272.
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  16. The Repuerescentia of the Teacher: A Philosophical-Educational Perspective on the Child and Culture.Stefano Oliverio - 2014 - Childhood and Philosophy 10 (20):247-265.
    In the light of some tenets of philosophy of childhood, this paper proposes an ‘updating’ interpretation of the educational notion of repuerescentia , offered by the Renaissance humanist Desiderius Erasmus. In particular, Erasmus’ argumentation about the need for an early liberal education is reconstellated into the domain of a reading of culture as a form of play, that is, as a transitional space and his concept of repuerescentia is read in reference to Deleuzian ‘becoming child.’ It is shown, on the (...)
     
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  17.  2
    The Democratic Public To Be Brought Into Existence and Education as Secularization.Stefano Oliverio - 2014 - Education and Culture 30 (2):5-20.
    A decade ago the German sociologist Ulrich Beck seemed to consign democracy to the past and, significantly, drew upon an ironically religion-inspired vocabulary:Democracy becomes the religion of the past epoch. One still practises it—on Sunday or on Christmas under the ‘Christmas tree’ of polls. But no one really still believes in it. It is the dead God of the first modernity.1When Ulrich Beck dismisses democracy as “the dead god” of a past era or as a liturgy drained of any substantial (...)
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  18. “Outfoxing Nature”: Matthew Lipman And The Prolegonema To A Pedagogy Of Science.Stefano Oliverio - 2011 - Childhood and Philosophy 7 (13):141-160.
    This paper explores the role that the idea of science plays within Matthew Lipman’s approach to inquiry. On the one hand it seems that Lipman shares a typically modern ‘antagonist-metascientific’ view of philosophy in opposing the scientific undertaking and philosophical inquiry. On the other hand, he models his idea of community of philosophical inquiry on the Peircean-Deweyan theoretical construct of community of inquiry which refers exactly to the scientific undertaking. And – what is still more significant – it is just (...)
     
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