In an educational landscape dominated by discourses and practices
of learning, standardized testing, and the pressure to succeed,
what space and time remain for studying? In this book, Tyson E.
Lewis argues that studying is a distinctive educational experience
with its own temporal, spatial, methodological, aesthetic, and
phenomenological dimensions. Unlike learning, which presents the
actualization of a student's "potential" in recognizable and
measurable forms, study emphasizes the experience of potentiality,
freed from predetermined outcomes. Studying suspends and interrupts
the conventional logic of learning, opening up a new space and time
for educational freedom to emerge. Drawing upon the work of Italian
philosopher and critical theorist Giorgio Agamben, Lewis provides a
conceptually and poetically rich account of the interconnections
between potentiality, freedom, and study. Through a mixture of
educational critique, phenomenological description, and ontological
analysis, Lewis redeems study as an invaluable and urgent
educational experience that provides alternatives to the
economization of education and the cooptation of potentiality in
the name of efficiency. The resulting discussion uncovers multiple
forms of study in a variety of unexpected places: from the
political poetry of Adrienne Rich, to tinkering classrooms, to
abandoned manifestos, and, finally, to Occupy Wall Street. By
reconnecting education with potentiality this book provides an
educational philosophy that undermines the logic of learning and
assessment, and turns our attention to the interminable paradoxes
of studying. The book will be key reading for scholars in the
fields of educational philosophy, critical pedagogy, foundations of
education, composition and rhetoric, and critical thinking and
literacy studies.
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