Advertisement

Education for Education’s Sake: The Idea of a Thing-Centred Pedagogy

  • Joris Vlieghe
  • Piotr Zamojski
Chapter
Part of the Contemporary Philosophies and Theories in Education book series (COPT, volume 11)

Abstract

This chapter forms the basis of the argument developed in this book. It concerns an exercise in thought which consequentially works out some of the claims and divisions Arendt introduced in her seminal text on The Crisis in Education, viz. that education has an essence, that it exists for its own sake and that it should be carefully distinguished from other spheres of life. Drawing from Mollenhauer and Masschelein’s and Simons’s account of the school as a unique and contingent arrangement, we argue that education can be conceived, essentially, in terms of love for the world which demands that representatives of the existing generation draw attention to this world, and hence pass it on, but in such a way that newcomers can transform this world. Taking such a view, it becomes possible to transcend the sterile opposition between student- and teacher-centred approaches. Instead, we call, with Arendt, for a thing-centered approach.

References

  1. Agamben, G. (2007). Profanations (J. Fort, Trans.). New York: Zone Books.Google Scholar
  2. Arendt, H. (1958). The human condition. Chicago: University of Chicago Press.Google Scholar
  3. Arendt, H. (1961). The crisis in education. InBetween past and future: Eight exercises in political thought. New York: The Viking Press.Google Scholar
  4. Arendt, H. (1968). The origins of totalitarianism. San Diego/New York/London: Harvest.Google Scholar
  5. Bergdahl, L., & Langmann, E. (2017). Time for values: Responding educationally to the call from the past. Studies in Philosophy and Education.  https://doi.org/10.1007/s11217-017-9591-2.CrossRefGoogle Scholar
  6. Biesta, G. J. J. (2006). Beyond learning: Democratic education for a human future. Boulder: Paradigm.Google Scholar
  7. Biesta, G. J. J. (2010a). Good education in an age of measurement. Ethics, politics, democracy. Boulder/London: Paradigm Publisher.Google Scholar
  8. Biesta, G. J. J. (2010b). A new logic of emancipation. In C. Bingam, G. J. J. Biesta, & J. Rancière (Eds.), Jacques Rancière: Education, truth, emancipation. London/New York: Continuum.Google Scholar
  9. Biesta, G. J. J. (2017). The rediscovery of teaching. New York/London: Routledge.CrossRefGoogle Scholar
  10. Bönsch, M. (2006). Allgemeine Didaktik. Stuttgart: Verlag W. Kohlhammer.Google Scholar
  11. Dewey, J. (1938). Experience & education. New York: Kappa Delta Pi.Google Scholar
  12. Foote, A. D., Vijay, N., Ávila-Arcos, M. C, et al. (2016). Genome-culture coevolution promotes rapid divergence of killer whale ecotypes. Nature Communications 7, Article number: 11693, full list of authors available: https://www.nature.com/articles/ncomms11693
  13. Furedi, F. (2010). Wasted: Why education isn't educating. London: Continuum.Google Scholar
  14. Gordon, M. (2001). Hannah Arendt and education. Renewing our common world. Abingdon: Taylor and Francis.Google Scholar
  15. Heidegger, M. (1962). Being and time (J. Macquarrie & E. Robinson, Trans.). Oxford: Blackwell.Google Scholar
  16. Heidegger, M. (1968). What is called thinking? (F. D. Wieck & J. G. Gray, Trans.). New York: Harper & Row. (Original work published 1952).Google Scholar
  17. Heidegger, M. (2001). The thing. In Poetry, language, thought (A. Hofstadter, Trans.). New York: HarperPerennial. (Original work published 1950).Google Scholar
  18. Hinchman, L., & Hinchman, K. (1984). In Heidegger’s shadow: Hannah Arendt’s phenomenological humanism. The Review of Politics, 46, 183–211.CrossRefGoogle Scholar
  19. Innis, H. (2007). Empire and communications. Toronto: Dundurn Press.Google Scholar
  20. Jendza, J., & Zamojski, P. (2015). Privatising Montessori. The capitalisation of knowledge and the inability to renew meanings. Studia Pedagogiczne, XVIII, 141–155.Google Scholar
  21. Levinson, N. (2005). Teaching in the midst of belatedness: The paradox of natality in Hanah Arendt’s educational thought. Educational Theory, 47(4), 435–451.CrossRefGoogle Scholar
  22. Lewis, T. (2009). Education and the immunization paradigm. Studies in Philosophy of Education, 28(6), 485–498.CrossRefGoogle Scholar
  23. Lewis, T. (2015b). On study: Giorgio Agamben and educational potentiality. London: Routledge.Google Scholar
  24. Marrou, H. I. (1982). A history of education in antiquity (G. Lamb, Trans.). Madison: University of Wisconsin Press.Google Scholar
  25. Masschelein, J., & Simons, M. (2010). The hatred of public schooling: The school as the mark of democracy. Educational Philosophy and Theory, 42(5–6), 666–682.CrossRefGoogle Scholar
  26. Masschelein, J., & Simons, M. (2013a). In Defence of the school. A public issue. Leuven: E-ducation Culture & Society Pub.Google Scholar
  27. Mollenhauer, K. (1986). Umwege. Über Bildung, Kunst und Interaktion. München: Juventa.Google Scholar
  28. Mollenhauer, K. (2013). Forgotten connections: On culture and upbringing (N. Friesen, Trans.). London: Routledge.Google Scholar
  29. Peters, R. S. (1973). Education as initiation. In Authority, responsibility and education. London: George Allen and Unwin Ltd.Google Scholar
  30. Postman, N. (1982). The disappearance of childhood. New York: Vintage Books.Google Scholar
  31. Ramaekers, S., & Suissa, J. (2012). The claims of parenting: Reasons, responsibility and society (Contemporary philosophies and theories in education). Dordrecht: Springer.CrossRefGoogle Scholar
  32. Rancière, J. (1991). The ignorant schoolmaster (K. Ross, Trans.). Stanford: Stanford University Press.Google Scholar
  33. Schleiermacher, F. (2000). In M. von Winkler & J. Brachmann (Eds.), Texte zur Pädagogik. Kommentierte Studienausgabe. Frankfurt a/M: Suhrkamp.Google Scholar
  34. Sennett, R. (2007). The culture of the new capitalism. New Haven: Yale University Press.Google Scholar
  35. Stiegler, G. (2010). Taking care of youth and the generations (S. Barker, Trans.). Stanford: Stanford University Press.Google Scholar
  36. Todd, S. (2010). Toward an imperfect education: Facing humanity, rethinking cosmopolitanism. London: Routledge.Google Scholar
  37. Vlieghe, J. (2010). Judith Butler and the public dimension of the body: Education, critique and corporeal vulnerability. Journal of Philosophy of Education, 44(1), 153–170.CrossRefGoogle Scholar
  38. Vlieghe, J. (2013). Experiencing (im)potentiality: Bollnow and Agamben on the educational meaning of school practices. Studies in Philosophy and Education, 32(2), 189–203.CrossRefGoogle Scholar
  39. Vlieghe, J. (2015a). Traditional and digital literacy. The literacy hypothesis, technologies of reading and writing, and the ‘grammatised’ body. Ethics and Education, 10(2).  https://doi.org/10.1080/17449642.2015.1039288.CrossRefGoogle Scholar
  40. Vlieghe, J. (2015b). A technosomatic account of education in digital times. Neil Postman's views on literacy and the screen revisited. Studies in Philosophy and Education, 35(2), 163–179.CrossRefGoogle Scholar
  41. Vlieghe, J. (2016a). Rethinking emancipation with Freire and Rancière. A plea for a thing-centered pedagogy. Educational Philosophy and Theory. On Line First Article: http://www.tandfonline.com/doi/full/10.1080/00131857.2016.1200002

Copyright information

© Springer Nature Switzerland AG 2019

Authors and Affiliations

  • Joris Vlieghe
    • 1
  • Piotr Zamojski
    • 2
  1. 1.KU LeuvenLeuvenBelgium
  2. 2.University of GdańskGdańskPoland

Personalised recommendations