Manifestaciones de lo post-crítico: de principios compartidos a nuevos caminos pedagógicos
Barra lateral del artículo
ISSN impreso:
1130-3743
ISSN online:
2386-5660
Prefijo Doi:
10.14201
Contenido principal del artículo
Vol. 32 Núm. 2 (2020), Monográfico, Páginas 13-23
Resumen
En esta introducción explicamos las razones por las que hemos escrito el Manifiesto para una Pedagogía Post-Crítica. Son razones que tienen su origen en nuestras experiencias en el ámbito de la investigación educativa, así como en nuestro trabajo con docentes y futuros docentes, al considerar cómo en ambos contextos puede apreciarse el agotamiento del paradigma crítico en las humanidades y las ciencias sociales, en la línea de lo discutido por Bruno Latour, Jacques Rancière y otros. A continuación, resumimos las principales afirmaciones del Manifiesto, es decir, los principios que ahí defendemos, y explicamos por qué nos parece importante hacer esa defensa. Desarrollamos qué queremos decir con el uso del término principios en su relación con el concepto de «requisitos» de Isabelle Stengers. Concluimos con un resumen de los proyectos que han seguido a la publicación del Manifiesto, ilustrando las variadas formas en que la perspectiva post-crítica se ha incorporado a la investigación educativa. Destacamos especialmente cómo se ha retomado esta mirada post-crítica en el desarrollo de perspectivas específicamente educativas sobre temas como la educación superior, la enseñanza y la crianza.
Palabras clave:
pedagogía crítica, teoría de la educación, filosofía educativa, crianza, enseñanza, cambio, tomar apuntes, educación superior
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Berlant, L. (2011). Cruel Optimism. Durham, NC: Duke University Press. https://doi.org/10.1215/9780822394716
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Hodgson, N. y Ramaekers, S. (2019). Philosophical Presentations of Raising Children: The Grammar of Upbringing. Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-12540-0
Hodgson, N. y Ramaekers, S. (2020). Response to Alexis Gibbs' Review of Philosophical Presentations of Raising Children: The Grammar of Upbringing. Studies in Philosophy and Education, early view. https://doi.org/10.1007/s11217-020-09721-0
Hodgson, N., Vlieghe, J. y Zamojski, P. (2017). Manifesto for a Post-Critical Pedagogy. London: Punctum Books. Recuperado de: https://punctumbooks.com/titles/manifesto-for-a-post-critical-pedagogy/ (Consultado el 01/05/2020).
Hodgson, N., Vlieghe, J. y Zamojski, P. (2018). Education and the Love for the World: articulating a post-critical educational philosophy. Foro de Educación, 16(24), 7-20. https://doi.org/10.14516/fde.576
Hodgson, N., Vlieghe, J. y Zamojski, P. (Eds.). (2020). Post-critical Perspectives on Higher Education. Reclaiming the Educational in the University. Cham: Springer.
Horkheimer, M. (1992). Traditionelle und Kritische Theorie. Fünf Aufsätze. Berlin: Fischer.
Latour, B. (2004). Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern. Critical Inquiry, 30(2), 225-248. https://doi.org/10.1086/421123
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Marin, L., Sturm, S. y Vlieghe, J. (en prensa). Special Issue on Note-taking. Educational Philosophy and Theory.
Oliverio, S. (2019a). Symposium introduction: Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe (Philosophy of) Education? Ethics and Education, 14(4), 449-504. https://doi.org/10.1080/17449642.2019.1669312
Oliverio, S. (2019b). An Edifying Philosophy of Education? Starting a Conversation between Rorty and Post-critical Pedagogy. Ethics and Education, 14(4), 482-496. https://doi.org/10.1080/17449642.2019.1669311
Oliverio, S. (2020). The Question of a Thing-Centred View of Education: Notes on Vlieghe and Zamojski's Towards an Ontology of Teaching. Studies in Philosophy of Education, 39(1), 103-107. https://doi.org/10.1007/s11217-019-09693-w
Mollenhauer, K. (1986). Umwege. Über Bildung, Kunst und Interaktion. München: Juventa.
Ricoeur, P. (1992). The Symbolism of Evil. Boston, MA: Beacon Press.
Schildermans, H. (2020). On Swimming and Sweaters. A Response to Vlieghe and Zamojski's Towards an Ontology of Teaching. Studies in Philosophy of Education, 39(1), 109-112. https://doi.org/10.1007/s11217-019-09695-8
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Stengers, I. (2010). Cosmopolitics I. Minneapolis, MN: The University of Minnesota Press.
Thoilliez, B. (2019). Hope and education beyond critique. Towards pedagogy with a lower case 'p'. Ethics and Education, 14(4), 453-66. https://doi.org/10.1080/17449642.2019.1669379
Vlieghe, J. y Zamojski, P. (2019a). Towards an Ontology of Teaching. Thing-centred Pedagogy, Affirmation, and Love for the World. Cham: Springer. https://doi.org/10.1007/978-3-030-16003-6
Vlieghe, J. y Zamojski, P. (2019b). Towards an immanent ontology of teaching Leonard Bernstein as a case-study. Ethics and Education, 15(1), 1-17. https://doi.org/10.1080/17449642.2019.1700444
Vlieghe, J. y Zamojski, P. (2019c). Out of Love for Something: An Ontological Exploration of the Roots of Teaching with Arendt, Badiou, and Scheler. Journal of Philosophy of Education, 53(3), 518-530. https://doi.org/10.1111/1467-9752.12375
Vlieghe, J. y Zamojski, P. (2020a). Taking Up the Threads: The Aesthetic, Temporal, and Political Dimensions of Teaching. Studies in Philosophy of Education, 39(1), 113-117. https://doi.org/10.1007/s11217-019-09694-9
Vlieghe, J.y Zamojski, P. (2020b). Entering the world with notes: Reclaiming the practices of lecturing and note making. Educational Philosophy and Theory, early view. https://doi.org/10.1080/00131857.2020.1743271
Wortmann, K. (2019). Post-critical Pedagogy as Poetic Practice: Combining Affirmative and Critical Vocabularies. Ethics and Education, 14(4), 467-481. https://doi.org/10.1080/17449642.2019.1669942
Berlant, L. (2011). Cruel Optimism. Durham, NC: Duke University Press. https://doi.org/10.1215/9780822394716
Bourdieu, P. y Passeron, J.-C. (1990). Reproduction in Education, Society and Culture. London: Sage Pub.
Gibbs, A. (2020). A Review of Naomi Hodgson and Stefan Ramaekers, 2019, Philosophical Presentations of Raising Children: The Grammar of Upbringing. Palgrave Macmillan. Studies in Philosophy and Education, early view. https://doi.org/10.1007/s11217-020-09720-1
Hodgson, N. y Ramaekers, S. (2019). Philosophical Presentations of Raising Children: The Grammar of Upbringing. Cham: Palgrave Macmillan. https://doi.org/10.1007/978-3-030-12540-0
Hodgson, N. y Ramaekers, S. (2020). Response to Alexis Gibbs' Review of Philosophical Presentations of Raising Children: The Grammar of Upbringing. Studies in Philosophy and Education, early view. https://doi.org/10.1007/s11217-020-09721-0
Hodgson, N., Vlieghe, J. y Zamojski, P. (2017). Manifesto for a Post-Critical Pedagogy. London: Punctum Books. Recuperado de: https://punctumbooks.com/titles/manifesto-for-a-post-critical-pedagogy/ (Consultado el 01/05/2020).
Hodgson, N., Vlieghe, J. y Zamojski, P. (2018). Education and the Love for the World: articulating a post-critical educational philosophy. Foro de Educación, 16(24), 7-20. https://doi.org/10.14516/fde.576
Hodgson, N., Vlieghe, J. y Zamojski, P. (Eds.). (2020). Post-critical Perspectives on Higher Education. Reclaiming the Educational in the University. Cham: Springer.
Horkheimer, M. (1992). Traditionelle und Kritische Theorie. Fünf Aufsätze. Berlin: Fischer.
Latour, B. (2004). Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern. Critical Inquiry, 30(2), 225-248. https://doi.org/10.1086/421123
Lewis, T. (2020). Bernstein as an Artful Teacher. Studies in Philosophy of Education, 39(1), 101-102. https://doi.org/10.1007/s11217-019-09692-x
Marin, L., Sturm, S. y Vlieghe, J. (en prensa). Special Issue on Note-taking. Educational Philosophy and Theory.
Oliverio, S. (2019a). Symposium introduction: Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe (Philosophy of) Education? Ethics and Education, 14(4), 449-504. https://doi.org/10.1080/17449642.2019.1669312
Oliverio, S. (2019b). An Edifying Philosophy of Education? Starting a Conversation between Rorty and Post-critical Pedagogy. Ethics and Education, 14(4), 482-496. https://doi.org/10.1080/17449642.2019.1669311
Oliverio, S. (2020). The Question of a Thing-Centred View of Education: Notes on Vlieghe and Zamojski's Towards an Ontology of Teaching. Studies in Philosophy of Education, 39(1), 103-107. https://doi.org/10.1007/s11217-019-09693-w
Mollenhauer, K. (1986). Umwege. Über Bildung, Kunst und Interaktion. München: Juventa.
Ricoeur, P. (1992). The Symbolism of Evil. Boston, MA: Beacon Press.
Schildermans, H. (2020). On Swimming and Sweaters. A Response to Vlieghe and Zamojski's Towards an Ontology of Teaching. Studies in Philosophy of Education, 39(1), 109-112. https://doi.org/10.1007/s11217-019-09695-8
Schwimmer, M. (2019). Rorty, Post-Critical Pedagogy and Hope: A Response. Ethics and Education, 14(4), 497-504. https://doi.org/10.1080/17449642.2019.1669355
Stengers, I. (2010). Cosmopolitics I. Minneapolis, MN: The University of Minnesota Press.
Thoilliez, B. (2019). Hope and education beyond critique. Towards pedagogy with a lower case 'p'. Ethics and Education, 14(4), 453-66. https://doi.org/10.1080/17449642.2019.1669379
Vlieghe, J. y Zamojski, P. (2019a). Towards an Ontology of Teaching. Thing-centred Pedagogy, Affirmation, and Love for the World. Cham: Springer. https://doi.org/10.1007/978-3-030-16003-6
Vlieghe, J. y Zamojski, P. (2019b). Towards an immanent ontology of teaching Leonard Bernstein as a case-study. Ethics and Education, 15(1), 1-17. https://doi.org/10.1080/17449642.2019.1700444
Vlieghe, J. y Zamojski, P. (2019c). Out of Love for Something: An Ontological Exploration of the Roots of Teaching with Arendt, Badiou, and Scheler. Journal of Philosophy of Education, 53(3), 518-530. https://doi.org/10.1111/1467-9752.12375
Vlieghe, J. y Zamojski, P. (2020a). Taking Up the Threads: The Aesthetic, Temporal, and Political Dimensions of Teaching. Studies in Philosophy of Education, 39(1), 113-117. https://doi.org/10.1007/s11217-019-09694-9
Vlieghe, J.y Zamojski, P. (2020b). Entering the world with notes: Reclaiming the practices of lecturing and note making. Educational Philosophy and Theory, early view. https://doi.org/10.1080/00131857.2020.1743271
Wortmann, K. (2019). Post-critical Pedagogy as Poetic Practice: Combining Affirmative and Critical Vocabularies. Ethics and Education, 14(4), 467-481. https://doi.org/10.1080/17449642.2019.1669942