The ethical-political potentiality of the educational present: aristocratic principle versus democratic principle
Abstract This paper will explore a Sophist tradition of educational thought, which is concerned with the world and not a sphere of ideas as distinct from the world, and to suggest some central distinctions and concepts following from such tradition today. The distinctions which are discussed are between; upbringing, schooling and education; aristocratic versus democratic principle of education; aristocratic versus democratic conception of nature; and, culture as static versus culture as praxis. Equality is highlighted in the paper as a central concept for democracy as well as education and are discussed through Jacques Rancière. The distinctions established will also make clear what is at stake if we consider educational thought as conditional for democracy and a liveable life for anyone. The contrast between the aristocratic principle and the democratic principle for education will centre on conceptions of violence and nonviolence, in accordance with Judith Butler and Franco “Bifo” Berardi’s analyses. In a final paragraph the paper discusses how equality play out in relation to teaching, and the discussion is extended by exploring Judith Butler’s conception of ‘grievability’. The paper concludes by suggesting that education is the ethical-political potentiality of a new beginning within the present order of things, and therefore the very praxis of change of this order, and therefore what makes paideia possible in the first place.
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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
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Žižek, S. (2008). Violence. Six sideways reflections. Profile 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). The ethical-political potentiality of the educational present: aristocratic principle versus democratic principle. Teoría De La Educación. Revista Interuniversitaria, 33(1), 11–33. https://doi.org/10.14201/teri.22894
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