Manifestations of the post-critical: from shared principles to new pedagogical paths
Abstract In this introduction we give an account of the reasons for writing the Manifesto for a Post-Critical Pedagogy. These stem from our experiences in the field of educational research, as well as our work with teachers and future teachers, which we felt increasingly reflected the exhaustion of the critical paradigm in the humanities and social sciences, as discussed by Bruno Latour, Jacques Rancière and others. We summarise the main claims of the Manifesto, i.e. the principles we defend there, and explain why we find it important to do so. We elaborate on what we mean by principles with reference to the concept of «requirements» developed by Isabelle Stengers. We conclude with an overview of the projects that have emerged since the publication of the Manifesto, illustrating the various ways in which the post-critical perspective has been taken up in educational research. In particular we highlight how this has been taken up in the development of specifically educational accounts of higher education, teaching, and upbringing.
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Arendt, H. (1961). The Crisis in Education. En, Between Past and Future: Eight Exercises in Political Thought (pp. 173-196). New York: The Viking Press.
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
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
Hodgson, N., Vlieghe, J., & Zamojski, P. (2020). Manifestations of the post-critical: from shared principles to new pedagogical paths. Teoría De La Educación. Revista Interuniversitaria, 32(2), 13–23. https://doi.org/10.14201/teri.22576
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