Thinking Education Through Alain Badiou E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Geisteswissenschaft
• Serie: Educational Philosophy and Theory Special Issues
• Sprache: Englisch
• Veröffentlichungsjahr: 2011

Seitenzahl: 303

Beschreibung

Thinking Education Through Alain Badiou represents the first collection to explore the educational implications of French philosopher Alain Badiou's challenge to contemporary philosophical orthodoxy put forth in his 1993 work, Ethics: An Essay on the Understanding of Evil. * Represents the first collection of work in education to grapple with what Alain Badiou might mean for the enterprise of schooling * Takes up Badiou's challenge to contemporary and conventional Anglo-American doxa * Includes original essays by experts in several different educational fields

Leseprobe

Contents

Notes on Contributors

ForewordALAIN BADIOU

Notes

References

1 Introduction: Alain Badiou: ‘Becoming subject’ to educationKENT DEN HEYER

Notes

References

2 Badiou, Pedagogy and the ArtsTHOMAS E. PETERSON

Introduction

21st Century Ethics and the Problem of Evil

The Ontological Interdependency of the Arts and Sciences

Teaching the Universal: The Model of St. Paul

Modern Poetry and Truth-Process: The Case of Mallarmé

Conclusion

Notes

References

3 Badiou’s Challenge to Art and its Education: Or, ‘art cannot be taught—it can however educate!’JAN JAGODZINSKI

The Subject of Art

Badiou’s Five Problems

Badiou’s Inaesthetic

Badiou Exposed

Why Art Can’t Be Taught—It Can However Educate!

Notes

References

4 Alain Badiou, Jacques Lacan and the Ethics of TeachingPETER M. TAUBMAN

Introduction

Badiou’s Ethics

Three Concerns about Badiou’s Ethics

Mainstream Approaches to the Ethics of Teaching

Ethics as a Response to the Other

The Ethics of Teaching

Note

References

5 Reconceptualizing Professional Development for Curriculum Leadership: Inspired by John Dewey and informed by Alain BadiouKATHLEEN R. KESSON & JAMES G HENDERSON

Introducing a Reconceptualized Professional Development

Inspired by John Dewey

Three Forms of Disciplinary Artistry

Informed by Alain Badiou

From Montage Method to Portfolio Expression

Notes

References

6 The Obliteration of Truth by Management: Badiou, St. Paul and the question of economic managerialism in educationANNA STRAHAN

Introduction

Why Paul? Weaving New Fabric out of a Ripped Yarn

The Economy of Exchange and the Marketization and Customerisation of Education

The Rule of the Market Under Attack

References

7 Militants of Truth, CommunitiesCHARLES ANDREW BARBOUR

of Equality: Badiou and the ignorant schoolmaster

1. Out of Order

2. The Axiom of Equality

3. Ignorant Schoolmasters

4. Political Aesthetics

5. Democratic Education

References

Index

Educational Philosophy and Theory Special Issue Book Series

Series Editor: Michael A. Peters

The Educational Philosophy and Theory journal publishes articles concerned with all aspects of educational philosophy. Their themed special issues are also available to buy in book format and cover subjects ranging from curriculum theory, educational administration, the politics of education, educational history, educational policy, and higher education.

Titles in the series include:

Thinking Education Through Alain Badiou

Edited by Kent den Heyer

Toleration, Respect and Recognition in Education

Edited by Mitja Sardo

Gramsci and Educational Thought

Edited by Peter Mayo

Patriotism and Citizenship Education

Edited by Bruce Haynes

Exploring Education Through Phenomenology: Diverse Approaches

Edited by Gloria Dall’Alba

Academic Writing, Philosophy and Genre

Edited by Michael A. Peters

Complexity Theory and the Philosophy of Education

Edited by Mark Mason

Critical Thinking and Learning

Edited by Mark Mason

Philosophy of Early Childhood Education: Transforming Narratives

Edited by Sandy Farquhar and Peter Fitzsimons

The Learning Society from the Perspective of Governmentality

Edited by Jan Masschelein, Maarten Simons, Ulrich Bröckling and Ludwig Pongratz

Citizenship, Inclusion and Democracy: A Symposium on Iris Marion Young

Edited by Mitja Sardoc

Postfoundationalist Themes In The Philosophy of Education: Festschrift forJames D. Marshall

Edited by Paul Smeyers (Editor), Michael A. Peters

Music Education for the New Millennium: Theory and Practice Futures for Music TeachingandLearning

Edited by David Lines

Critical Pedagogy and Race

Edited by Zeus Leonardo

Derrida, Deconstruction and Education: Ethics of Pedagogy and Research

Edited by Peter Pericles Trifonas and Michael A. Peters

This edition first published 2010

Chapters© 2010 The Authors

Book compilation © 2010 Philosophy of Education Society of Australasia

Edition history: originally published as volume 42, issue 2 of Educational Philosophy and Theory

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Notes on Contributors

Charles Barbour is Lecturer in Philosophy at the University of Western Sydney, Australia, and a member of the Centre for Citizenship and Public and Policy; email: [email protected]. Along with a number of book chapters, he has published on social and political theory in journals such as Theory, Culture and Society,Philosophy and Social Criticism, Law, Culture and the Humanities,Telos, and The Journal of Classical Sociology. Most recently, he co-edited, with George Pavlich, a book entitled After Sovereignty: On the question of political beginnings (Routledge-Cavendish).

Kent den Heyer is an Associate Professor of social studies and curriculum studies in the Department of Secondary Education, University of Alberta; email: kdenheye@ ualberta.ca. His recent work exploring the implications of Badiou’s work for education includes ‘Education as an Affirmative Invention: Alain Badiou and the purpose of teaching and curriculum’ in Educational Theory, 59.4, pp. 441–463 and ‘What if Curriculum (of a Certain Kind) Doesn’t Matter?’ in Curriculum Inquiry, 39.1, pp. 27–40.

jan jagodzinski is a Professor in the Department of Secondary Education, University of Alberta in Edmonton, Alberta, Canada, where he teaches visual art and media education and curricular issues as they relate to postmodern concerns of gender politics, cultural studies, and media (film and television); email: [email protected]. He is a founding member of the Caucus on Social Theory in Art Education (NAEA), past editor of The Journal of Social Theory in Art Education (JSTAE), past president of SIG Media, Culture and Curriculum, Editorial Board Member for Psychoanalysis, Culture & Society (PCS), on the Editorial Advisory Board of Studies in Art Education (SAE), Journal of Curriculum Theorizing (JCT), Journal of Cultural Research in Art Education (JCRAE), and the Korean Journal of Art Education, reviewer for Visual Culture & Gender, Associate Editor of Journal of Lacanian Studies (JLS); and Co-series editor with Mark Bracher of the book series Pedagogy, Psychoanalysis,Transformation (Palgrave Press). He is the author of The Anamorphic I/i (Duval House Publishing Inc, 1996); Postmodern Dilemmas: Outrageous essays in art & art education (Lawrence Erlbaum, 1997); Pun(k) Deconstruction: Experifigural writings in art & art education (Lawrence Erlbaum, 1997); Editor of Pedagogical Desire: Transference, seduction and the question of ethics (Bergin & Garvey, 2002); Youth Fantasies: The perverse landscape of the media (Palgrave, 2004); Musical Fantasies: A Lacanian approach (Palgrave, 2005); Television and Youth: Televised paranoia (Palgrave, 2008); and Art and its Education in an era of Designer Capitalism: The deconstruction of the oral eye (2010).

James G. Henderson is Professor of Curriculum at Kent State University, where he teaches courses in Curriculum Theory, Research, and Leadership; email: [email protected]. He is the coordinator of the college’s C&I Master’s Degree and PhD programs and co-editor of the Jou rnal of Curriculum and Pedagogy. His scholarly interests focus on democratic curriculum wisdom and its implications for professional development, reflective practice, and curriculum leadership, and he has authored, co-authored and co-edited four books on these topics, two of which are currently in their third editions. Currently, he is working with curriculum leaders in Ohio on the creation of an online Curriculum Leadership Institute.

Kathleen R. Kesson is Professor of Teaching and Learning at the Brooklyn Campus of Long Island University, where she teaches courses in the foundations of education and teacher research and coordinates the Childhood Urban Education program; email: [email protected]. She is co-author, with Jim Henderson, of Curriculum Wisdom: Educational decisions in democratic societies (Prentice Hall, 2004) and Understanding Democratic Curriculum Leadership (Teachers College Press, 1999), and editor, with Wayne Ross, of Defending Public Schools:Teaching for a Democratic Society (Praeger, 2004). She is also the author of numerous book chapters, book reviews, and academic articles in such journals as Educational Researcher, Teachers College Record, Encounter: Education for Meaning and Social Justice, the Journal of Critical Education Policy Studies, English Education, Journal of Curriculum Theorizing, Curriculum Inquiry, and the Holistic Education Review. Her interests are in the areas of democracy in education, critical pedagogy, aesthetics and education, and teacher inquiry and reflection.

Thomas E. Peterson is Professor of Italian at the University of Georgia; [email protected]. His primary research interests are in the areas of Italian lyric and epic poetry (Dante, Petrarch, Tasso, Leopardi, Pascoli, the poets of the 20th century) and the Italian novel. His research in educational philosophy has its origins in his study of Vico and Whitehead and the process philosophy tradition; current research seeks to connect that tradition to the work of (among others) Dewey, Peirce, Cassirer, Gregory and Mary Catherine Bateson, Francisco Varela and Heinz von Foerster.

Anna Strhan is in the process of completing a PhD at the Institute of Education, London, on conceptualisations of subjectivity and its relation to teaching in the writings of Emmanuel Levinas and Alain Badiou; email: [email protected]. She has worked as a teacher of Religious Studies and Philosophy in a range of secondary schools, and will shortly begin an ethnographic study exploring the formation of Evangelical lifeworlds in London.

Peter Taubman is a Professor of education in the School of Education at Brooklyn College; email: [email protected]. His articles on curriculum, autobiography, teacher identity, classroom teaching, psychoanalysis and the problems with standards and accountability have appeared in a range of scholarly journals. He is the co-author of Understanding Curriculum (Peter Lang, 1995) and the author of Teaching by Numbers: Deconstructing the discourse of standards and accountability (Routledge, 2009). He is currently writing a book on psychoanalysis and teaching.