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This volume examines the interface between the teachings of art and
the art of teaching, and asserts the centrality of aesthetics for
rethinking education. Many of the essays in this collection claim a
direct connection between critical thinking, democratic dissensus,
and anti-racist pedagogy with aesthetic experiences. They argue
that aesthetics should be reconceptualized less as mere art
appreciation or the cultivation of aesthetic judgment of taste, and
more with the affective disruptions, phenomenological experiences,
and the democratic politics of learning, thinking, and teaching.
The first set of essays in the volume examines the unique
pedagogies of the various arts including literature, poetry, film,
and music. The second set addresses questions concerning the art of
pedagogy and the relationship between aesthetic experience and
teaching and learning. Demonstrating the flexibility and diversity
of aesthetic expressions and experiences in education, the book
deals with issues such as the connections between racism and
affect, curatorship and teaching, aesthetic experience and the
common, and studying and poetics. The book explores these topics
through a variety of theoretical and philosophical lenses including
contemporary post-structuralism, psychoanalysis, phenomenology,
critical theory, and pragmatism.
Although philosophy of childhood has always played some part in
philosophical discourse, its emergence as a field of postmodern
theory follows the rise, in the late nineteenth century, of
psychoanalysis, for which childhood is a key signifier. Then in the
mid-twentieth century Philipe Aries's seminal Centuries of
Childhood introduced the master-concept of childhood as a social
and cultural invention, thereby weakening the strong grip of
biological metaphors on imagining childhood. Today, while
philosophy of childhood per se is a relatively boundaryless field
of inquiry, it is one that has clear distinctions from history,
anthropology, sociology, and even psychology of childhood. This
volume of essays, which represents the work of a diverse,
international set of scholars, explores the shapes and boundaries
of the emergent field, and the possibilities for mediating
encounters between its multiple sectors, including history of
philosophy, philosophy of education, pedagogy, literature and film,
psychoanalysis, family studies, developmental theory, ethics,
history of subjectivity, history of culture, and evolutionary
theory. The result is an engaging introduction to philosophy of
childhood for those unfamiliar with this area of scholarship, and a
timely compendium and resource for those for whom it is a new
disciplinary articulation.
Inoperative Learning embodies a weak philosophy of education. It
does not offer a set of solutions or guidelines for improving
educational outcomes, but rather renders taken-for-granted
assumptions about the theory-practice coupling inoperative. By
arguing that such logic reduces education to instrumental ends,
this book presents a challenge to contemporary notions of education
as outcomesbased, goal-directed learning. From the perspective of
learning, the neutralization of progress, growth, and maturity
would usually be seen as obstacles needing to be overcome on the
path toward set goals. Yet Lewis argues that a serious
investigation of inoperativity opens up possibilities that would be
otherwise unavailable in a world fixated on the question of
learning. In dialogue with philosophers (Agamben, Benjamin, and
Esposito), authors (Kafka and Walser) and qualitative researchers
(Lather), Lewis turns our collective attention to what remains when
concepts such as learning, child development, teacher effectivity,
and personal growth are left idle. Inoperative Learning presents a
radical rewriting of educational possibilities. It should therefore
be of great interest to educational researchers and educational
philosophers concerned with the question of alternative logics of
education beyond learning. The book may also be of interest to
theorists in the critical humanities that are engaged in education
as a thematic concern in their research and classroom practices.
Schools under Surveillance gathers together some of the very best
researchers studying surveillance and discipline in contemporary
public schools. Surveillance is not simply about monitoring or
tracking individuals and their data - it is about the structuring
of power relations through human, technical, or hybrid control
mechanisms. Essays cover a broad range of topics including police
and military recruiters on campus, testing and accountability
regimes such as No Child Left Behind, and efforts by students and
teachers to circumvent the most egregious forms of surveillance in
public education. Each contributor is committed to the continued
critique of the disparity and inequality in the use of surveillance
to target and sort students along lines of race, class, and gender.
Special topics covered in this title include: security systems;
police officers; audit cultures; standardized tests; marketing
research; and, military recruiters.
Cultural Studies, Education, and Youth: Beyond Schools, edited by
Benjamin Frymer, Matthew Carlin, and John Broughton, addresses the
new cultural landscapes which increasingly "educate" our youth.
With essays from both emerging and established scholars, the book
explores the ways media and popular culture have a growing impact
on our youth, their identities, and everyday lives. In our highly
mediated world, the nature of education has been dramatically
transformed and taken way beyond the walls of our schools.
Identities are formed, values learned, and relationships developed
in the worlds of pop culture and media spaces. Each author brings a
different lens to the study of education beyond the classroom. From
the re-emergence of Che Guevara to the effects of an increasingly
virtual culture, this collection critically attends to the changing
nature of education and the impact of culture in the lives of
youth. Cultural Studies, Education, and Youth: Beyond Schools
raises significant questions and offers important insights for
teachers, youth, scholars, and practitioners, alike.
Marcuse s Challenge to Education, a collection of unpublished
lecture notes by the thinker himself as well as essays by scholars
who have explicated his theories, examines Herbert Marcuse s
ground-breaking critique of education as well as his own
pedagogical alternatives. Edited by Douglas Kellner, this
compilation provides an overview of the various themes of Marcuse s
challenges to traditional education and connections with ideas of
other radical thinkers ranging from Bloch and Freire to Freud and
Lacan."
This volume examines the interface between the teachings of art and
the art of teaching, and asserts the centrality of aesthetics for
rethinking education. Many of the essays in this collection claim a
direct connection between critical thinking, democratic dissensus,
and anti-racist pedagogy with aesthetic experiences. They argue
that aesthetics should be reconceptualized less as mere art
appreciation or the cultivation of aesthetic judgment of taste, and
more with the affective disruptions, phenomenological experiences,
and the democratic politics of learning, thinking, and teaching.
The first set of essays in the volume examines the unique
pedagogies of the various arts including literature, poetry, film,
and music. The second set addresses questions concerning the art of
pedagogy and the relationship between aesthetic experience and
teaching and learning. Demonstrating the flexibility and diversity
of aesthetic expressions and experiences in education, the book
deals with issues such as the connections between racism and
affect, curatorship and teaching, aesthetic experience and the
common, and studying and poetics. The book explores these topics
through a variety of theoretical and philosophical lenses including
contemporary post-structuralism, psychoanalysis, phenomenology,
critical theory, and pragmatism.
Inoperative Learning embodies a weak philosophy of education. It
does not offer a set of solutions or guidelines for improving
educational outcomes, but rather renders taken-for-granted
assumptions about the theory-practice coupling inoperative. By
arguing that such logic reduces education to instrumental ends,
this book presents a challenge to contemporary notions of education
as outcomesbased, goal-directed learning. From the perspective of
learning, the neutralization of progress, growth, and maturity
would usually be seen as obstacles needing to be overcome on the
path toward set goals. Yet Lewis argues that a serious
investigation of inoperativity opens up possibilities that would be
otherwise unavailable in a world fixated on the question of
learning. In dialogue with philosophers (Agamben, Benjamin, and
Esposito), authors (Kafka and Walser) and qualitative researchers
(Lather), Lewis turns our collective attention to what remains when
concepts such as learning, child development, teacher effectivity,
and personal growth are left idle. Inoperative Learning presents a
radical rewriting of educational possibilities. It should therefore
be of great interest to educational researchers and educational
philosophers concerned with the question of alternative logics of
education beyond learning. The book may also be of interest to
theorists in the critical humanities that are engaged in education
as a thematic concern in their research and classroom practices.
Although philosophy of childhood has always played some part in
philosophical discourse, its emergence as a field of postmodern
theory follows the rise, in the late nineteenth century, of
psychoanalysis, for which childhood is a key signifier. Then in the
mid-twentieth century Philipe Aries's seminal Centuries of
Childhood introduced the master-concept of childhood as a social
and cultural invention, thereby weakening the strong grip of
biological metaphors on imagining childhood. Today, while
philosophy of childhood per se is a relatively boundaryless field
of inquiry, it is one that has clear distinctions from history,
anthropology, sociology, and even psychology of childhood. This
volume of essays, which represents the work of a diverse,
international set of scholars, explores the shapes and boundaries
of the emergent field, and the possibilities for mediating
encounters between its multiple sectors, including history of
philosophy, philosophy of education, pedagogy, literature and film,
psychoanalysis, family studies, developmental theory, ethics,
history of subjectivity, history of culture, and evolutionary
theory. The result is an engaging introduction to philosophy of
childhood for those unfamiliar with this area of scholarship, and a
timely compendium and resource for those for whom it is a new
disciplinary articulation.
Schools under Surveillance gathers together some of the very best
researchers studying surveillance and discipline in contemporary
public schools. Surveillance is not simply about monitoring or
tracking individuals and their data - it is about the structuring
of power relations through human, technical, or hybrid control
mechanisms. Essays cover a broad range of topics including police
and military recruiters on campus, testing and accountability
regimes such as No Child Left Behind, and efforts by students and
teachers to circumvent the most egregious forms of surveillance in
public education. Each contributor is committed to the continued
critique of the disparity and inequality in the use of surveillance
to target and sort students along lines of race, class, and gender.
Special topics covered in this title include: security systems;
police officers; audit cultures; standardized tests; marketing
research; and, military recruiters.
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