Subjectification and Existentialism in Contemporary Educational Theory
Abstract In the present paper, I will investigate contemporary neo-existentialism in educational theory, by exploring the reasons which have recommended the rediscovery of an existentialist stance in our age, the significance of these endeavours for contemporary undertakings and also the manner in which the existentialist thrust has been spelled out. In particular, after situating present-day neo-existentialism against the backdrop of the mid-20th century educational existentialism and after specifying its topicality as a response to neoliberal stranglehold on education, I will focus on two models – “subjectification” and “existential learning” – and show that they ultimately represent two alternative pedagogical options. However, it will be argued, this difference does not exclude the possibility that both models can (and perhaps must) be deployed in contemporary scenarios to counter the human capital invasion of education, by operating in different dimensions of education and in response to different educational tasks. Indeed, together they may allow us to re(dis)cover education as an adventure.
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Biesta, G. J. J. (2020). Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited. Educational Theory, 70(1), 89-104. https://doi.org/10.1111/edth.12411
Blais, M.-C., Gauchet, M., & Ottavi, D. (2014). Transmettre, apprendre. Éditions Stock.
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Brunstad, P. O., & Oliverio, S. (2019). «Cunctando restituit rem»: Teaching, Grown-Up-Ness and the Impulse Society. Studies in Philosophy and Education, 38(5), 569-575. https://doi.org/10.1007/s11217-019-09668-x
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Masschelein, J. (2001). The Discourse of the Learning Society and the Loss of Childhood. Journal of Philosophy of Education 35(1), 1-20. https://doi.org/10.1111/1467-9752.00206
Nussbaum, M.C. (2010). Not for Profit. Why Democracy Needs the Humanities. Princeton.
Oakeshott, M. (2002). A Place of Learning. In M. Oakeshott, The Voice of Liberal Learning (1-34). Liberty Fund.
Oliverio, S. (2015). The ‘Absolute Modernity’ or ‘the Fragments and the Ruins’ of Culture: The School in the Time of the De-traditionalization. En E. Duarte (Ed.), Philosophy of Education Society Yearbook 2015 (pp. 363-371). Philosophy of Education Society. H
Popkewitz, Th.S. (2008). Cosmopolitanism and the Age of School Reform. Science, Education, and Making Society by Making the Child. Routledge.
Roberts, P. (2014). The Impulse Society. What’s Wrong with Getting What We Want? Bloomsbury.
Roth, W.-M. (2011). Passibility. At the Limits of the Constructivist Metaphor. Springer.
Saeverot, H. (2013). Indirect Pedagogy. Some Lessons in Existential Education. Sense Publisher.
Sartre, J. P. (1996). L’être et le neant. Essai d’ontologie phénoménologique. Tel Gallimard.
Terhart, E. (2018). Eine neo-existenzialistische Konzeption von Unterricht und Lehrerhandeln? Zu Gert Biestas Wiederentdeckung und Rehabilitation des Lehrens und des Lehrers. Vierteljahrsschrift für wissenschaftliche Pädagogik 94, 475-488. https://doi.org/10.30965/25890581-09403009
Arcilla, R. V. (2010). Mediumism. A Philosophical Reconstruction of Modernism for Existential Learning. SUNY Press.
Arendt, H. (1958). The Human Condition. Chicago University Press.
Bellamy, F.-X. (2015). Les déshérités. Éditions Plon.
Benner, D. (2015). Allgemeine Pädagogik. Eine systematisch-problemgeschichtliche Einführung in die Grundstruktur pädagogischen Denkens und Handelns. BELTZ Juventa.
Biesta, G. J. J. (2006). Beyond Learning. Democratic Education for Human Future. Paradigm Publishers.
Biesta, G. J. J. (2010). Good Education in an Age of Measurement: Ethics, Politics, Democracy. Paradigm Publishers.
Biesta, G. J. J. (2014). The Beautiful Risk of Education. Boulder.
Biesta, G. J. J. (2017a). The Rediscovery of Teaching. Routledge.
Biesta, G. J. J. (2017b). Touching the Soul? Exploring an Alternative Outlook for Philosophical Work with Children and Young People. Childhood & Philosophy, 13(28), 415-452. https://doi.org/10.12957/childphilo.2017.30424
Biesta, G. J. J. (2020). Risking Ourselves in Education: Qualification, Socialization, and Subjectification Revisited. Educational Theory, 70(1), 89-104. https://doi.org/10.1111/edth.12411
Blais, M.-C., Gauchet, M., & Ottavi, D. (2014). Transmettre, apprendre. Éditions Stock.
Bollnow, O. F. (2011). Neue Geborgenheit. Das Problem einer Überwindung des Existentialismus. En O.F. Bollnow, Schriften, Band V (pp. 3-190). Kigshausen & Neumann.
Bollnow, O. F. (2014a). Existenzphilosophie und Pädagogik. Versuch über unstetige Formen der Erziehung. En O.F. Bollnow, Schriften, Band VIII (pp. 5-129). Würzburg.
Bollnow, O. F. (2014b). Krise und neuer Anfang. En O.F. Bollnow, Schriften, Band VIII (pp. 131-261). Kigshausen & Neumann.
Brunstad, P. O., & Oliverio, S. (2019). «Cunctando restituit rem»: Teaching, Grown-Up-Ness and the Impulse Society. Studies in Philosophy and Education, 38(5), 569-575. https://doi.org/10.1007/s11217-019-09668-x
Corbi, E., & Oliverio, S. (2013). L’ostinazione dei fatti e l’invenzione del reale: la koiné costruttivista e le ragioni del realismo in pedagogia. En E. Corbi & S. Oliverio (Eds.), Realtà fra virgolette? Nuovo realismo e pedagogia (pp. 11-19). Pensa MultiMedia.
Heidegger, M. (1992). Die Grundbegriffe der Metaphysik. Welt – Endlichkeit – Einsamkeit. Gesamte Ausgabe, Band 29/30. Vittorio Klostermann.
Howard, P., Saevi, T., Foran, A., & Biesta, G. J. J. (Eds.). Phenomenology and Educational Theory in Conversation. Back to Education Itself. Routledge.
Kierkegaard, S. (1983). Fear and Trembling. En H. V. Hong & E. H. Hong (Eds.), Kierkegaard’s Writings, vol. VI. Kindle edition.
Lévy, B.-H, (2000). Le siècle de Sartre. Grasset.
Masschelein, J. (2001). The Discourse of the Learning Society and the Loss of Childhood. Journal of Philosophy of Education 35(1), 1-20. https://doi.org/10.1111/1467-9752.00206
Nussbaum, M.C. (2010). Not for Profit. Why Democracy Needs the Humanities. Princeton.
Oakeshott, M. (2002). A Place of Learning. In M. Oakeshott, The Voice of Liberal Learning (1-34). Liberty Fund.
Oliverio, S. (2015). The ‘Absolute Modernity’ or ‘the Fragments and the Ruins’ of Culture: The School in the Time of the De-traditionalization. En E. Duarte (Ed.), Philosophy of Education Society Yearbook 2015 (pp. 363-371). Philosophy of Education Society. H
Popkewitz, Th.S. (2008). Cosmopolitanism and the Age of School Reform. Science, Education, and Making Society by Making the Child. Routledge.
Roberts, P. (2014). The Impulse Society. What’s Wrong with Getting What We Want? Bloomsbury.
Roth, W.-M. (2011). Passibility. At the Limits of the Constructivist Metaphor. Springer.
Saeverot, H. (2013). Indirect Pedagogy. Some Lessons in Existential Education. Sense Publisher.
Sartre, J. P. (1996). L’être et le neant. Essai d’ontologie phénoménologique. Tel Gallimard.
Terhart, E. (2018). Eine neo-existenzialistische Konzeption von Unterricht und Lehrerhandeln? Zu Gert Biestas Wiederentdeckung und Rehabilitation des Lehrens und des Lehrers. Vierteljahrsschrift für wissenschaftliche Pädagogik 94, 475-488. https://doi.org/10.30965/25890581-09403009
Oliverio, S. (2021). Subjectification and Existentialism in Contemporary Educational Theory. Teoría De La Educación. Revista Interuniversitaria, 34(1), 11–32. https://doi.org/10.14201/teri.26668
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