Vindication of study as educational concept: on learning / studying a language
Abstract This paper tries to develop the distinction between learning and studying trough an approach to the educational (and scholastic) relation with the language. Following Borges, Agamben and others, study appears as a relation of attention and care in which a materiality (the language) is revealed and made present. The idea of study can contribute to think education as oriented to the dis-closure of the world; can also contribute to elaborate a definition of school more morphological than functional, that is, oriented to the specificity of times, spaces, activities and immaterialities that constitute school; and can help to think the institutions of schooling separated of the meritocratic and competitive logics that constitute them when they are formatted from the point of view of learning. Through the introduction of the idea of study as a fundamental educational category, the paper also offers an alternative to the cognitive colonization of pedagogical theories and practices; and as a possibility for separate school (from the primary to University) from its subordination to the economic and bio-political logics of the cognitive capitalism. From this point of view, the paper opens the path to think about the difficulties (or the obsolescence) of study in a society (and a school) of learning.
- Referencias
- Cómo citar
- Del mismo autor
- Métricas
Agamben, G. (2001). Infancia e historia. Buenos Aires: Adriana Hidalgo.
Agamben, G. (2011). Desnudez. Barcelona: Anagrama.
Agamben, G. (2018). Autorretrato en el estudio. Buenos Aires: Adriana Hidalgo.
Alba Rico, S. (2015). Leer con niños. Barcelona: Mondadori.
Arendt, H. (1996). La crisis en la educación. En Arendt, H., Entre el pasado y el futuro (pp. 185-208). Barcelona: Península.
Biesta, G. (2009). Good education in an age of measurement. On the need to reconect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33-46. https://doi.org/10.1007/s11092-008-9064-9
Borges, J. L. (1980). Siete noches. México: Fondo de Cultura Económica.
Borges, J. L. (1977). La ceguera. Conferencia impartida en el teatro Coliseo de Buenos Aires el 3 de agosto de 1977. https://www.youtube.com/watch?v=LLjd2eo62II (Consultado el 27/04/2019).
Bourdieu, P. (1988). Cosas dichas. Barcelona: Gedisa.
Fernández Liria, C., García Fernández, O. y Galindo Fernández, E. (2017). Escuela o barbarie. Entre el neoliberalismo salvaje y el delirio de la izquierda. Madrid: Akal.
García Calvo, A. (1973). Lalia. Ensayos de estudio lingüístico de la sociedad. Madrid: Siglo XXI.
Larrosa, J. y Rechia, K. (2018). P de profesor. Buenos Aires: Noveduc.
Larrosa, J. (2019). Esperando no se sabe qué. Sobre el oficio de profesor. Barcelona: Candaya.
MacClintoc, R. (1971).Towards a place for study in a world of instruction. Teachers College Record, 73(2), 161-205.
Masschelein, J. y Simons, M. (2006). The learning society and governmentality: an introduction. Educational Philosophy and Theory, 38(4), 471-431. https://doi.org/10.1111/j.1469-5812.2006.00201.x
Masschelein, J. y Simons, M. (2018). La lengua de la escuela. ¿Alienante o emancipadora? En J. Larrosa (Ed.), Elogio de la escuela (pp. 19-40). Buenos Aires: Miño y Dávila.
Masschelein, J. y Simons, M. y Larrosa, J. (2019). The matter with/of school. Storylines of the scholastic fable. En R. Mayer y S. Witting (Eds.), Jacques Rancière. Pädagogische Grenzgänge (pp. 135-153). Kassel: Springer. https://doi.org/10.1007/978-3-658-24783-6_6
Nabokov, V. (1997). Curso de literatura europea. Barcelona: Ediciones B.
Quignard, P. (2016). Pequeños tratados. Vol. II. México: Sexto Piso.
Rancière, J. (1998). École, production et egalité. En VV.AA., L’école de la démocratie. (pp. 32-45). Paris: Ediling.
Simons, M. (2006). Learning as investment: Notes on governmentality and biopolitics. Educational Philosophy and Theory, 38(4), 524-540. https://doi.org/10.1111/j.1469-5812.2006.00209.x
Simons, M. y Masschelein, J. (2008a). The governemtalization of learning and the assemblage of learning apparatus. Educational Theory, 58(4), 391-415. https://doi.org/10.1111/j.1741-5446.2008.00296.x
Simons, M. y Masschelein, J. (2008b). From Schools to Learning Environments: the Dark Side of Being Exceptional. Journal of Philosophy of Education, 42(3-4), 687-704. https://doi.org/10.1111/j.1467-9752.2008.00641.x
Simons, M. y Masschelein, J. (2014). Defensa de la escuela. Una cuestión pública. Buenos Aires: Miño y Dávila.
Simons, M. y Masschelein, J. (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
Simons, M. y Masschelein, J. (2017). Some notes on the University as Studium: A place of Collective Public Study. En C. Ruitemberg (Ed.), Reconceptualizing Study in Educational Discourse and Practice (pp. 40-53). New York: Routledge. https://doi.org/10.4324/9781315652214-4
Sloterdijk, P. (2006). Venir al mundo, venir al lenguaje. Valencia: Pre-textos.
Williams, R. (1976). Keywords. A vocabulary of Culture and Society. New York: Oxford University.
Agamben, G. (2011). Desnudez. Barcelona: Anagrama.
Agamben, G. (2018). Autorretrato en el estudio. Buenos Aires: Adriana Hidalgo.
Alba Rico, S. (2015). Leer con niños. Barcelona: Mondadori.
Arendt, H. (1996). La crisis en la educación. En Arendt, H., Entre el pasado y el futuro (pp. 185-208). Barcelona: Península.
Biesta, G. (2009). Good education in an age of measurement. On the need to reconect with the question of purpose in education. Educational Assessment, Evaluation and Accountability, 21(1), 33-46. https://doi.org/10.1007/s11092-008-9064-9
Borges, J. L. (1980). Siete noches. México: Fondo de Cultura Económica.
Borges, J. L. (1977). La ceguera. Conferencia impartida en el teatro Coliseo de Buenos Aires el 3 de agosto de 1977. https://www.youtube.com/watch?v=LLjd2eo62II (Consultado el 27/04/2019).
Bourdieu, P. (1988). Cosas dichas. Barcelona: Gedisa.
Fernández Liria, C., García Fernández, O. y Galindo Fernández, E. (2017). Escuela o barbarie. Entre el neoliberalismo salvaje y el delirio de la izquierda. Madrid: Akal.
García Calvo, A. (1973). Lalia. Ensayos de estudio lingüístico de la sociedad. Madrid: Siglo XXI.
Larrosa, J. y Rechia, K. (2018). P de profesor. Buenos Aires: Noveduc.
Larrosa, J. (2019). Esperando no se sabe qué. Sobre el oficio de profesor. Barcelona: Candaya.
MacClintoc, R. (1971).Towards a place for study in a world of instruction. Teachers College Record, 73(2), 161-205.
Masschelein, J. y Simons, M. (2006). The learning society and governmentality: an introduction. Educational Philosophy and Theory, 38(4), 471-431. https://doi.org/10.1111/j.1469-5812.2006.00201.x
Masschelein, J. y Simons, M. (2018). La lengua de la escuela. ¿Alienante o emancipadora? En J. Larrosa (Ed.), Elogio de la escuela (pp. 19-40). Buenos Aires: Miño y Dávila.
Masschelein, J. y Simons, M. y Larrosa, J. (2019). The matter with/of school. Storylines of the scholastic fable. En R. Mayer y S. Witting (Eds.), Jacques Rancière. Pädagogische Grenzgänge (pp. 135-153). Kassel: Springer. https://doi.org/10.1007/978-3-658-24783-6_6
Nabokov, V. (1997). Curso de literatura europea. Barcelona: Ediciones B.
Quignard, P. (2016). Pequeños tratados. Vol. II. México: Sexto Piso.
Rancière, J. (1998). École, production et egalité. En VV.AA., L’école de la démocratie. (pp. 32-45). Paris: Ediling.
Simons, M. (2006). Learning as investment: Notes on governmentality and biopolitics. Educational Philosophy and Theory, 38(4), 524-540. https://doi.org/10.1111/j.1469-5812.2006.00209.x
Simons, M. y Masschelein, J. (2008a). The governemtalization of learning and the assemblage of learning apparatus. Educational Theory, 58(4), 391-415. https://doi.org/10.1111/j.1741-5446.2008.00296.x
Simons, M. y Masschelein, J. (2008b). From Schools to Learning Environments: the Dark Side of Being Exceptional. Journal of Philosophy of Education, 42(3-4), 687-704. https://doi.org/10.1111/j.1467-9752.2008.00641.x
Simons, M. y Masschelein, J. (2014). Defensa de la escuela. Una cuestión pública. Buenos Aires: Miño y Dávila.
Simons, M. y Masschelein, J. (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
Simons, M. y Masschelein, J. (2017). Some notes on the University as Studium: A place of Collective Public Study. En C. Ruitemberg (Ed.), Reconceptualizing Study in Educational Discourse and Practice (pp. 40-53). New York: Routledge. https://doi.org/10.4324/9781315652214-4
Sloterdijk, P. (2006). Venir al mundo, venir al lenguaje. Valencia: Pre-textos.
Williams, R. (1976). Keywords. A vocabulary of Culture and Society. New York: Oxford University.
Larrosa Bondía, J. (2019). Vindication of study as educational concept: on learning / studying a language. Teoría De La Educación. Revista Interuniversitaria, 31(2), 131–151. https://doi.org/10.14201/teri.20524
Most read articles by the same author(s)
- J. Henri Bouché Peris, Paciano Fermoso, Jorge Larrosa Bondía, David Sacristán Gómez, La Antropología de la Educación como disciplinas: proyecto de diseño , Teoría de la Educación. Revista Interuniversitaria: Vol. 7 (1995)
Downloads
Download data is not yet available.
Publication Facts
Metric
This article
Other articles
Peer reviewers
3
2.4
Reviewer profiles N/A
Author statements
Author statements
This article
Other articles
Data availability
N/A
16%
External funding
N/A
32%
Competing interests
N/A
11%
Metric
This journal
Other journals
Articles accepted
93%
33%
Days to publication
138
145
- Editor & editorial board
- profiles
- Academic society
- N/A
- Publisher
- Universidad de Salamanca
To learn about these publication facts, click 
PF is maintained by the Public Knowledge Project
+
−