El potencial ético-político del presente educativo: principio aristocrático versus principio democrático


Este artículo explorará una tradición sofista de pensamiento educativo, que se ocupa del mundo y no de una esfera de ideas distinta del mundo, y sugerirá algunas distinciones y conceptos centrales que se derivan de dicha tradición en la actualidad. Las distinciones que se discuten son entre: crianza, escolarización y educación; principio de educación aristocrático versus democrático; concepción aristocrática versus democrática de la naturaleza; y cultura como estática versus cultura como praxis. La igualdad se destaca en el documento como un concepto central para la democracia y la educación, y se discute a través de Jacques Rancière. Las distinciones establecidas también dejarán claro lo que está en juego si consideramos el pensamiento educativo como condición para la democracia y para una vida digna para todos. El contraste entre el principio aristocrático y el principio democrático de la educación se centrará en las concepciones de violencia y no-violencia, de acuerdo con los análisis de Judith Butler y Franco “Bifo” Berardi. En un párrafo final, el documento analiza cómo se desarrolla la igualdad en relación con la enseñanza, y la discusión se amplía explorando la concepción de Judith Butler de “grievability”. El artículo concluye sugiriendo que la educación es el potencial ético-político de un nuevo comienzo dentro del actual orden de cosas y, por tanto, es la praxis misma del cambio, siendo así también lo que hace posible la paideia en primer lugar.
  • Referencias
  • Cómo citar
  • Del mismo autor
  • Métricas
Arendt, H. (1959). The human condition. Anchor Books.

Arendt, H. (2006). The promise of politics. Schocken Books.

Bauman, Z. (1999a). Culture as praxis. Sage Publishers.

Bauman, Z. (1999b). In search of politics. Stanford University Press.

Bauman, Z. (2004). Wasted lives. Modernity and its outcasts. Polity.

BBC news: Europe and right-wing nationalism: A country-by-country guide. 13 Nov 2019, https://www.bbc.com/news/world-europe-36130006

Berardi, F. (2017). Futurability. The age of impotence and the horizon of possibility. Verso.

Biesta, G.J.J. (2006). Beyond learning. Democratic education for a human future. Paradigm Publishers..

Biesta G.J.J. (2010). Good education in the age of measurement: Ethics, politics, democracy. Paradigm Publishers.

Biesta G.J.J. (2017). The rediscovery of teaching of teaching. Routledge. https://doi.org/10.4324/9781315617497

Biesta G.J.J. & Säfström C. A. (2011). A Manifesto for Education. Policy Futures in Education, 9(5), 540-547. https://journals.sagepub.com/doi/pdf/10.2304/pfie.2011.9.5.540 https://doi.org/10.2304/pfie.2011.9.5.540

Biesta, G.J.J. & Säfström, C.-A., (2018). Un manifesto por la educación. Praxis Educativa, 22(2), 20-36. https://cerac.unlpam.edu.ar/index.php/praxis/article/view/2674/2558 https://doi.org/10.19137/praxiseducativa-2018-220203

Bloom, A. (1991). The republic of Plato. Basic Books.

Butler, J. (2015). Notes towards a performative theory of assembly. Harvard University Press. https://doi.org/10.4159/9780674495548

Butler, J. (2019). "Equality, grievability, and interdependency" and "Destruction in the political: Reflections with Freud", 2019 Agnes Cuming Lectures, UCD, 29 and 31January.

Butler, J. (2020a). The force of non-violence: The ethical in the political. Verso.

Butler, J. (2020b). "Judith Butler wants us to reshape our rage", interview by Masha Gessen, February 9, 2020, The New Yorker. https://www.newyorker.com/culture/the-new-yorker-interview/judith-butler-wants-us-to-reshape-our-rage?utm_source=onsite-share&utm_medium=email&utm_campaign=onsite-share&utm_brand=the-new-yorker

Carusi, T. (2019). Failure is not an option. A typology of education's impossibility. Paper presented within the visiting scholars presentations series at the Centre for Public Education and Pedagogy, Maynooth University, November 14th.

Cassin, B. (2016). Nostalgia. When are we ever at home? Fordham University Press. https://doi.org/10.2307/j.ctt19rm9jg

Castoriadis, C. (1987). The imaginary constitution of society. The IMT Press.

Culler, J. (1987). On deconstruction. Theory and criticism after structuralism. Cornell University Press.

Dahllöf, U. (1989). Har det svenska pedagogikämnet någon identitet? Forskning om Utbildning, 4, 4-13.

Dewey, J. (1939). Theory of valuation. International Encyclopaedia of Unified Science, 2(4). The University of Chicago Press.

Dewey, J. (1966). Democracy and education. An introduction to the philosophy of education. The Free Press.

Durkheim, E. (1956). Education and sociology. The Free Press.

Farley, L. (2014). Psychoanalytic notes on the status of depression in curriculum affected by histories of loss. Pedagogy, Culture & Society, 22(1), 117-136 https://doi.org/10.1080/14681366.2013.877218

Feldman, A. (1991). Formations of violence. The narrative of the body and political terror in Northern Ireland. Chicago University Press. https://doi.org/10.7208/chicago/9780226240800.001.0001

Financial Times, Effects of pandemic will widen inequality, report finds. April 10, 2020, https://www.ft.com/content/5e6330de-1e95-4343-8424-184d19dc34b9

Fredrickson, G.M. (2003). Racism. A short history. Princeton University Press. https://docs.google.com/file/d/0B0_FjdluRK7uNWM2ODYzMWYtZTU2MS00MzMzLWEzMDMtMzVlZDM4YTc5NDU5/edit

Hunter, I. (1994). Rethinking the school. Subjectivity, bureaucracy, criticism. Allen & Unwin.

Jaeger, W. (1939/1965). Paideia. The ideas of Greek culture. Vol 1. Archaic Greece the minds of Athens. Oxford University Press.

Jaeger, (1943/1986) Paideia. The ideas of Greek culture. Vol II. In search of the divine order. Oxford University Press.

Levinas, E. (1969). Totality and infinity. An essay on exteriority. Duquense University Press.

Masschelein, J. & Simons, M. (2015). Education in times of fast learning: the future of the school. Ethics and Education, 10(1), 84-95. https://doi.org/10.1080/17449642.2014.998027

May, T. (2008). The political thought of Jacques Rancière. Creating equality. Edinburgh University Press. https://doi.org/10.3366/edinburgh/9780748635320.001.0001

McIntyre, A. (1977). Epistemological crises, dramatic narrative and the philosophy of science. Monist, 60(4), 453-472. https://toutcequimonte.files.wordpress.com/2015/02/macintyre-epistemological-crises-1.pdf https://doi.org/10.5840/monist197760427

Orellana P.D. & Michelsen, N. (2019). The new right: how a Frenchman born 150 years ago inspired contemporary nationalism. New Statesman, 3 July. https://www.newstatesman.com/world/2019/07/new-right-how-frenchman-born-150-years-ago-inspired-contemporary-nationalism

Rancière, J. (1991). The ignorant schoolmaster: Five lessons in intellectual emancipation. Stanford University Press.

Rancière, J. (1999). Disagreement. Politics and philosophy. University of Minnesota Press.

Rancière, J. (2006). Hatred of democracy. Verso.

Rancière, J. (2007a). On the shore of politics. Verso.

Rancière, J. (2007b). The politics of aesthetics. Continuum.

Rorty, R. (1980). Philosophy and the mirror of nature. Blackwell.

Ruitenberg, C. (2008). What if democracy really matters? Journal of Educational Controversy, 3(1) article 11, https://cedar.wwu.edu/jec/vol3/iss1/11

Säfström, C.A. (2003). Teaching otherwise. Studies in Philosophy and Education, 22(1), 19-29. https://link.springer.com/article/10.1023/A:1021181326457 https://doi.org/10.1023/A:1021181326457

Säfström, C.A. (2011a). The immigrant has no proper name: the disease of consensual democracy within the myth of schooling. In J. Masschelein & M. Simons (Eds.), Rancière, public education and the taming of democracy (pp. 93-104). Wiley-Blackwell. https://doi.org/10.1002/9781444393866.ch7

Säfström, C.A. (2011b). Rethinking emancipation, rethinking education, Studies in Philosophy and Education, 30(2), 199-211. https://doi.org/10.1007/s11217-011-9227-x

Säfström, C. A. (2014). When the wrong people speak: On bullying as a political problem for democratisation in schools. In G.J. J. Biesta, M. De Bie & D. Wildemeersch, (Eds.), Civic learning, democratic citizenship and the public sphere (pp. 139-149). Springer. https://doi.org/10.1007/978-94-007-7259-5_10

Säfström, C.A. (2018). Liveable life, educational theory and the imperative of constant change. European Educational Research Journal, 17(5), 621-630. https://doi.org/10.1177/1474904118784480

Säfström, C.A. (2019). Paideia and the search for freedom in the educational formation of the public today. Studies in Philosophy and Education, 53(4), 607-618. https://doi.org/10.1111/1467-9752.12385

Säfström, C.A. (2020a). Are we living the end of democracy? A defence of the 'free' time of the university and school in an era of authoritarian capitalism. Conjectura: Filosofia E Educação, 25, 1-16. https://doi.org/10.18226/21784612.v25.dossie.1

Säfström, C.A. (2020b). A pedagogy of equality in a time of unrest. Strategies for an ambiguous future. Routledge. https://doi.org/10.4324/9781351169400

Säfström, C.A. & Östman (2020). Transactive teaching in a time of climate crises. Journal of Philosophy of Education. https://doi.org/10.1111/1467-9752.12477

Säfström, C.A. & Saeverot, H. (2017). Doing harm to educational knowledge: The struggle over teacher education in Sweden and Norway. In M. A. Peters, C. Bronwen & I. Menter (Eds.), A companion to research in teacher education (179-191). Springer. https://link.springer.com/chapter/10.1007/978-981-10-4075-7_12 https://doi.org/10.1007/978-981-10-4075-7_12

The Guardian, The inequality virus: how the pandemic hit America's poorest. April 9, 2020, https://www.theguardian.com/world/2020/apr/09/america-inequality-laid-bare-coronavirus

Todd, S. (2003). Learning from the Other. Levinas, psychoanalysis, and ethical possibilities in education. SUNY press

Žižek, S. (2008). Violence. Six sideways reflections. Profile Books.
Säfström, C. A. (2020). El potencial ético-político del presente educativo: principio aristocrático versus principio democrático. Teoría De La Educación. Revista Interuniversitaria, 33(1), 11–33. https://doi.org/10.14201/teri.22894


Los datos de descargas todavía no están disponibles.