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  1.  44
    Semiotics of Identity: Politics and Education.Tomasz Szkudlarek - 2011 - Studies in Philosophy and Education 30 (2):113-125.
    In this text I concentrate on semiotic aspects of the theory of political identity in the work of Ernesto Laclau, and especially on the connection between metaphors, metonymies, catachreses and synecdoches. Those tropes are of ontological status, and therefore they are of key importance in understanding the discursive “production” of identity in political and educational practices. I use the conceptions of both Laclau and Eco to elucidate the operation of this structure, and illustrate it with an example of the emergence (...)
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  2.  33
    Empty Signifiers, Education and Politics.Tomasz Szkudlarek - 2007 - Studies in Philosophy and Education 26 (3):237-252.
    The paper assumes that education is part of the process of discursive construction of society. The theoretical framework on which this argument is based includes Ernesto Laclau’s theory of the “ontological impossibility and political necessity of society”, and the role discourse and empty signifiers play in the establishment of political identities. Laclau’s theory is supplemented here by ideas of Derrida, Lacan, Žižek and Marx, and by other traits in contemporary semiotics that relate to the notion of “the void” in semantic (...)
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  3.  7
    Education and Ignorance: Between the Noun of Knowledge and the Verb of Thinking.Tomasz Szkudlarek & Piotr Zamojski - 2020 - Studies in Philosophy and Education 39 (6):577-590.
    In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage : 335–354, 2008)]. In this light, the notion of a knowledge-based society should be understood as a society structured along the lines of knowledge distribution: the rights of possession (...)
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  4.  35
    On Nations And Children: Rousseau, Poland And European Identity.Tomasz Szkudlarek - 2005 - Studies in Philosophy and Education 24 (1):19-38.
    The paper is an interpretation of J.-J.Rousseau’s book on the government of Poland. The central part of the paper is devoted to complex relations between the notions of nature, nation, childhood, and civic education. Methodologically, the analysis involves interpretation of historical contexts and positions significant in the writing of the book, and deconstruction of its key categories. In the latter respect, the idea of “strangeness” of Poland is the point of departure, and the role it plays in the construction of (...)
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  5.  12
    Postulational Rhetoric and Presumptive Tautologies: The Genre of the Pedagogical, Negativity, and the Political.Tomasz Szkudlarek - 2019 - Studies in Philosophy and Education 38 (4):427-437.
    In the paper I analyze two features of the genre of the pedagogical. First is a particular usage of “should” statements where one can identify an effect of erasing present normative behavior, while that which is postulated is turned into an unattainable ideal, or a value. Second, I analyze “presumptive tautologies” in the discourse of aims of education. I focus on negative dimensions of these two features and, using theoretical insights from Laclau and Rancière, I connect them to the work (...)
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