Re-Imagining Relationships in Education E-Book

Morwenna Griffiths

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: Journal of Philosophy of Education
• Sprache: Englisch

Seitenzahl: 435

Veröffentlichungsjahr: 2014

Beschreibung

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, and the U.S.

Leseprobe

Table of Contents

The Journal of Philosophy of Education Book Series

Title page

Copyright page

Notes on Contributors

Introduction

1: Re-reading Diotima: Resources for a Relational Pedagogy

I

  Introducing Diotima

II

  Diotima, Arendt and Natality

III

  Diotima, Lyotard and Infancy

IV

  Diotima, Irigaray and the Generative Encounter

V

  Re-thinking Dependencies and Power Relations

Conclusion

Notes

References

2: Towards a Thinking and Practice of Sexual Difference: Putting the Practice of Relationship at the Centre

Introduction—Equality is not Enough: Bringing the Practice of Relationship into the Foreground

Luce Irigaray and the Implications in Education of Her Challenge to Rethink the World

Sexual Difference as Political Strategy

The Milan Women's Bookstore Collective and Diotima: The Practice of Relationship Itself as a Political Form

The Symbolic Order of the Mother—Luisa Muraro

Questions in Education

Notes

References

3: ‘New Fatherhood’ and the Politics of Dependency

Maternal, Paternal, And Parental Involvement

Honouring the Man Who Pays

Dependence and Equality

Notes

References

4: Between Body and Spirit: The Liminality of Pedagogical Relationships

The Liminal Imagination, Metaphor and Education

The Pedagogical as an Everyday Existential Experience

The Liminal Quality of Relationships

Liminal Pedagogical Relationships and Education

Notes

References

5: ‘You Have to Give of Yourself’: Care and Love in Pedagogical Relations

Introduction

The Notion of ‘Two’ and a Relational Space of ‘In-Between’

‘Caring About’ in Human (Inter)Action

Care and the Love In-Between

Interpreting Relations in Pedagogical Practices Requires a More Complex Theory of Actions

Notes

References

6: Another Relationship to Failure: Reflections on Beckett and Education

Do I Ask Too Much?

An Anti-Heroic Curriculum

The Idols OF Prestige, Progress and Perfection

Feeling Like A Failure

Fear of Failure

I'll Go On

Notes

References

7: Curriculum Knowledge, Justice, Relations: The Schools White Paper (2010) in England

Curriculum Knowledge in England: A Brief Background

Thinking Curriculum Knowledge Alongside Levinas and Derrida

The Importance of Teaching: The Schools White Paper

(DfE, 2010)

Reimagining Curriculum (As/Through Relation)

Notes

References

8: Re-Thinking Relations in Human Rights Education: The Politics of Narratives

Introduction: Tensions in Human Rights Education

A Relational Approach in Human Rights Education

The Universal Declaration of Human Rights from 1948: Based on Different Historical Narratives

Human Rights Learning in A Wider Universal Context

Relations through Narration: Reifying of Renewing the World?

Counternarratives in A World of Pluralism

Narrativity as Political Imaginary in Pedagogical Relations

Conclusion

Notes

References

9: Happiness Rich and Poor: Lessons From Philosophy and Literature

I

  Happiness Scepticism

II

  The Joy of Living

III

  The Limits of Worthwhile Happiness

IV

  Making Others Happy

V

  Lessons from Philosophy and Literature

VI

  Concluding Remarks

Notes

References

10: Guattari's Ecosophy and Implications for Pedagogy

Guattari's Ecosophy

Reading ‘Direct Instruction’ Through Ecosophy

Reading Critical Pedagogy Through Ecosophy

Conclusion

Note

References

11: Educational Relationships: Rousseau, Wollstonecraft and Social Justice

Introduction

Rousseau's

Émile

and Wollestonecraft's

Vindication

Outdoor Education As an Example

Notes

References

Index

End User License Agreement

Guide

Cover

Table of Contents

Start Reading

CHAPTER 1

Index

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The Journal of Philosophy of Education Book Series

The Journal of Philosophy of Education Book Series publishes titles that represent a wide variety of philosophical traditions. They vary from examination of fundamental philosophical issues in their connection with education, to detailed critical engagement with current educational practice or policy from a philosophical point of view. Books in this series promote rigorous thinking on educational matters and identify and criticise the ideological forces shaping education.

Titles in the series include:

Re-Imagining Relationships in Education: Ethics, Politics and Practices

Edited by Morwenna Griffiths, Marit Honerød Hoveid, Sharon Todd and Christine Winter

Education and the Growth of Knowledge: Perspectives from Social and Virtue Epistemology

Edited by Ben Kotzee

Vygotsky, Philosophy and Education

Jan Derry

Education Policy: Philosophical Critique

Edited by Richard Smith

Levinas, Subjectivity, Education: Towards an Ethics of Radical Responsibility

Anna Strhan

Philosophy for Children in Transition: Problems and Prospects

Edited by Nancy Vansieleghem and David Kennedy

Reading R. S. Peters Today: Analysis, Ethics, and the Aims of Education

Edited by Stefaan E. Cuypers and Christopher Martin

The Good Life of Teaching: An Ethics of Professional Practice

Chris Higgins

The Formation of Reason

David Bakhurst

What do Philosophers of Education do? (And how do they do it?)

Edited by Claudia Ruitenberg

Evidence-Based Education Policy: What Evidence? What Basis? Whose Policy?

Edited by David Bridges, Paul Smeyers and Richard Smith

New Philosophies of Learning

Edited by Ruth Cigman and Andrew Davis

The Common School and the Comprehensive Ideal: A Defence by Richard Pring with Complementary Essays

Edited by Mark Halstead and Graham Haydon

Philosophy, Methodology and Educational Research

Edited by David Bridges and Richard D Smith

Philosophy of the Teacher

By Nigel Tubbs

Conformism and Critique in Liberal Society

Edited by Frieda Heyting and Christopher Winch

Retrieving Nature: Education for a Post-Humanist Age

By Michael Bonnett

Education and Practice: Upholding the Integrity of Teaching and Learning

Edited by Joseph Dunne and Pádraig Hogan

Educating Humanity: Bildung in Postmodernity

Edited by Lars Lovlie, Klaus Peter Mortensen and Sven Erik Nordenbo

The Ethics of Educational Research

Edited by Michael Mcnamee andDavid Bridges

In Defence of High Culture

Edited by John Gingell and Ed Brandon

Enquiries at the Interface: Philosophical Problems of On-Line Education

Edited by Paul Standish and Nigel Blake

The Limits of Educational Assessment

Edited by Andrew Davis

Illusory Freedoms: Liberalism, Education and the Market

Edited by Ruth Jonathan

Quality and Education

Edited by Christopher Winch

This edition first published 2015

Originally published as Volume 48, Issue 2 of The Journal of Philosophy of Education

Chapters © 2015 The Authors

Editorial organization © 2015 Philosophy of Education Society of Great Britain

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Front cover image: Photo of an art-work created by Dr Khudu-Petersen and her teacher education students in the University of Botswana, copyright Andreas Gessner.

Notes on Contributors

Rebecca Adami Department of Education, Stockholm University, Frescativägen 54, Stockholm, SE-10691, Sweden

Ruth Cigman Department of Humanities and Social Sciences, Institute of Education, 20 BedfordWay, London WC1 OAL, UK

Arnhild Finne Department of Education, Norwegian University of Science and Technology, Loholt Alle, NTNU, Trondheim, NO-7491, Norway

Heather Greenhalgh-Spencer Department of Curriculum and Instruction, College of Education, Texas Tech University, Box 41071, Lubbock, TX 79409-1071

Morwenna Griffiths Moray House School of Education, University of Edinburgh, Thomson's Land, Holyrood Road, Edinburgh EH8 8AQ, Scotland, UK

Marit Honerød Hoveid Department of Education, Norwegian University of Science and Technology, Loholt Alle, NTNU, Trondheim, NO-7491, Norway

Rachel Jones Department of Philosophy, George Mason University, Robinson Hall B, GMU, Fairfax, VA-22030, USA

Aislinn O'Donnell Faculty of Education, Mary Immaculate College, University of Limerick, South Circular Road, Limerick, Ireland

Amy Shuffelton Cultural and Educational Policy Studies, Loyola University Chicago, 820 N Michigan Ave, Chicago, IL-60611, USA

Sharon Todd Department of Education, National University of Ireland, Maynooth, County Kildare, Ireland

Caroline Wilson Duoda, Women's Research Centre, University of Barcelona; Postal address: 57 High Street North, Crail, KY10 3RA, Fife, Scotland, UK

Christine Winter Department of Education, University of Sheffield, 388 Glossop Road, Sheffield S10 4BJ, UK

Introduction

Work in philosophy of education has, especially since the late 1980s, turned to the study of relationships in its espousal of the idea that education is or ought to be something other than a faceless enterprise bent solely on social reproduction and the sterile transmission of knowledge. A broad spectrum of theorists who embrace a range of philosophical outlooks—pragmatism, hermeneutics, psychoanalysis, Levinasian ethics, feminism and posthumanism, to name the most influential—speak of the connections, attachments and affiliations between people as essential features of any education worthy of its name. Although there is wide variation in terms of characterizing relation as that which occurs between individuals, persons, subjects, beings, or psyches, this strand of educational thought has crystallized around the idea that being with others in relation is a primary condition of our educational life. Such ideas set themselves against any account of education that is bereft of the ‘human’ element, and they specifically speak against the new technocracy ushered in by what some see as a neo-liberal agenda, or market-driven interests.

What this book brings to the table is a re-imagining of relationships in education that both draws upon and extends earlier work in the field while also bringing new theoretical insights to bear on contemporary practices in education. It focuses on conceiving not only the dyadic aspects of the teacher-student relation, but reframes the idea of relationships as being intrinsically linked with the ethical and political nature of education itself. It also extends our conceptions of relationships beyond the humanist enterprise. Thus, the relationships discussed here simultaneously deal with both the micro-level of educational interaction and the macro-level of what meaning such relationships have within the context of wider society.

Aside from this major unifying point, one of the striking characteristics of this book is the diversity represented by the chapters as a whole. On one level such diversity reveals itself in terms of the different philosophical perspectives explored in relation to our common theme of educational relationships. In this regard, the chapters range across the philosophical thought of Hannah Arendt, Samuel Beckett, Jacques Derrida, Félix Guattari, Luce Irigaray, Emmanuel Levinas, Jean-François Lyotard, Luisa Muraro, Plato, Jean-Jacques Rousseau, and Mary Wollstonecraft, to name a few. On another level, diversity appears in the very rendering of what ‘relationships’ mean, and further what makes them ‘educational’. The relationships between school-community, curriculum knowledge and subjectivity, human and nature, and bodies and experience are some of the ways in which relationships are depicted as being linked to views of education that are not only about formal settings, but about questions of life, existence, and change. This indicates to us that there is a perceptibly felt need to broaden and extend the scope of what constitutes relationships, and particularly what meaning they can have for, in and through education. On yet another level, ‘diversity’ itself operates as a philosophical idea or assumption in many of the essays. Attention is granted to the plurality of meaning, for instance, generated through our actions, our narratives, and our encounters with literature, nature, and other human subjects, all of which are always already relational. Moreover, since relationships themselves are presented here as being both plural and diverse, traditional conceptions of autonomy, singularity, unity and failure are reconsidered as embodying complex dynamics, connections and affiliations. Such diversity demonstrates that the purpose of re-imagining relationships is thus not about offering a single, unified response to complex educational questions, but to open up a landscape of thought, where new kinds of questions can be raised.

The background for the group of women authors in this book is the annual Women in Philosophy of Education symposium, sponsored by PESBG. A way of philosophizing has developed over the course of these seminars which we argue is pivotal to a development of philosophical thought in education. The working format, enabling both the individual and the collective approach to philosophizing is something we have pursued in this book. For example, in the events leading up to this book, we held discussion-based seminars. There, we all presented our works in progress, which had been read in advance by everyone, and then we critically discussed with the authors how to extend and strengthen their work. The seminars were where the idea for this book was generated. Over the course of the past year we have had not only the usual extensive e-mail contact, but two face-to-face meetings—one in Limerick, the other in Stockholm—to comment and work on each other's texts. This was in many ways a time-consuming process, but it was rewarding in terms of building good professional relations and developing our scholarly work. Through respect, listening, and much laughter we have created an environment where everyone committed and continually recommitted themselves to the work we started off a little over a year ago. Such commitment, we venture, was only possible through the collaborative community created by this process. This is for all of us—editors and authors included—a wonderful accomplishment and stands testament to the idea that collaboration lies at the heart of seeking excellence in our academic work.

Morwenna Griffiths

Marit Honerød Hoveid

Sharon Todd

Christine Winter

1Re-reading Diotima: Resources for a Relational Pedagogy

Rachel Jones

My starting point in this chapter is one of the earliest texts in the Western tradition to explore the relations between philosophy and pedagogy, Plato's Symposium. In this text, love (or more properly, eros) plays the mediating role, turning a love of wisdom into a pedagogical erotics that enables a journey of enlightenment. Symposium thus seems a promising resource, both for reflecting on the specifically relational aspects of the educative process, and for the collective project of reimagining the ethics and practices of pedagogical relationships. As I will go on to show, however, things are not so simple. At a key moment in the text, Plato's metaphysical trajectory pulls away from a fully relational dynamic and leads instead towards a more solipsistic journey. This journey ends by valorising the reproduction of the same rather than the generation of the new, surprising or unexpected. In many ways one thus has to read against the explicit direction of the text to recover the resources for a generative, relational pedagogy that, I will argue, are still to be found there.

To help generate such readings, I will turn to the work of more recent thinkers, including Hannah Arendt, Jean-François Lyotard and Luce Irigaray as well as David Halperin, Christine Battersby, Bell Hooks, Richard Smith and Morwenna Griffiths. My suggestion is that by approaching Symposium through their work, this text can yield insights that are helpful for contemplating the educational process in a more contemporary context, and in particular, for thinking about the nature of pedagogical relations in ways that contribute to the specific aims of this book.1 On the one hand, Symposium affirms that, as the editors of this book put it, ‘being with others in relation is a primary condition of our educational life and therefore demands our serious attention, both as teachers and as theorists.’ By bringing together a group of friends to discourse about love, performatively confirms that education is a fundamentally engagement. This is reinforced both by its dialogical form and by the content of a number of key passages that focus specifically on role in pedagogical relations (both philosophical and civic). In keeping with Plato's suspicions about the written word ( 274b-278e), presents this engagement as one primarily shared between living human beings (and only indirectly with us, the readers of the text). Its sustained examination of can provide insights into the kinds of dynamics that are conducive to generative encounters between students and teachers, as well as to genuinely transformative learning and teaching.