Advertisement

Educational Equality and the Universal Excess of Teaching

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

Abstract

In this chapter we introduce the concept of educational equality as a fundamental aspect of an ontological account of teaching. The argument begins with an analysis of the relation between equality, difference, identity and sameness. We claim that educational equality refers to sameness, but not in relation to any form of identity. The scholastic gesture of de-identification makes it possible to conceive of a plurality or multiplicity of people that can be gathered around a thing that renders them equal. With reference to Jacques Rancière, we argue that equality is not about enacting a status quo through political means, but that it is an axiom that is made true in the course of action. We argue that educational equality is practiced when a teacher puts a thing in the centre of everyone’s attention, and by doing this renders it into something common and invites everyone in the classroom to study it. We refer to the opposition Heidegger makes between object and thing in order to conceptualise the way in which the essential withdrawal of a thing renders us equal. Finally, we come back to Badiou’s rendering of Saint Paul’s concept of grace in order to develop the idea of a threefold gift of teaching.

References

  1. Agamben, G. (1999). Potentialities. Collected essays in philosophy (D. Heller-Roazen, Trans.). Stanford: Stanford University Press.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. Badiou, A. (2001). Ethics. An essay on the understanding of evil (P. Hallward, Trans.). London/New York: Verso.Google Scholar
  6. Badiou, A. (2003). Saint Paul. The foundation of universalism. Stanford: Stanford University Press.Google Scholar
  7. Badiou, A. (2005a). Being and event. London/New York: Continuum.Google Scholar
  8. Bingham, C., & Biesta, G. J. J. (2010). Jacques Rancière: Education, truth, emancipation. London/New York: Continuum.Google Scholar
  9. Butler, J., & Laclau, E. (1997). The uses of equality. Diacritics, 27(1), 3–12.CrossRefGoogle Scholar
  10. Derrida, J., & Roudinesco, E. (2004). For what tomorrow … a dialogue (J. Fort, Trans.). Stanford: Stanford University Press.Google Scholar
  11. Heidegger, M. (1968). What is called thinking? (F. D. Wieck & J. G. Gray, Trans.). New York: Harper & Row. (Original work published 1952).Google Scholar
  12. Heidegger, M. (1973). Overcoming metaphysics. In The end of philosophy (J. Stambaugh, Trans). New York: Harper & Row. (Original work published 1954).Google Scholar
  13. Heidegger, M. (1977a). The question concerning technology. In The question concerning technology and other essays (W. Lovitt, Trans.). New York/London: Garland.Google Scholar
  14. Heidegger, M. (1977b). Science and reflection. In M. Heidegger (Ed.), The question concerning technology and other essays (W. Lovitt, Trans.). New York/London: Garland.Google Scholar
  15. Heidegger, M. (2001). The thing. In Poetry, language, thought (A. Hofstadter, Trans.). New York: HarperPerennial. (Original work published 1950).Google Scholar
  16. Latour, B. (2004). Why has critique run out of steam? From matters of fact to matters of concern. Critical Inquiry, 30, 225–248.CrossRefGoogle Scholar
  17. Latour, B. (2005). From Realpolitik to Dingpolitik or how to make things public. In B. Latour & P. Weibel (Eds.), Making things public. Atmospheres of democracy. Cambridge, MA/London: The MIT Press.Google Scholar
  18. Lewis, T. (2015b). On study: Giorgio Agamben and educational potentiality. London: Routledge.Google Scholar
  19. Masschelein, J. (2010). E-ducating the gaze: The idea of a poor pedagogy. Ethics and Education, 5(1), 43–53.CrossRefGoogle Scholar
  20. Masschelein, J. (2017). The ‘common school’. Reclaiming school as pedagogic form. PESGB annual conference proceedings, Oxford.Google Scholar
  21. Masschelein, J., & Simons, M. (2013a). In Defence of the school. A public issue. Leuven: E-ducation Culture & Society Pub.Google Scholar
  22. Masschelein, J., & Simons, M. (2013b). The politics of the university. Movements of (de)identification and the invention of public pedagogic forms. In T. Szkudlarek (Ed.), Education and the political. New theoretical articulations (pp. 107–119). Rotterdam: Sense Publisher.Google Scholar
  23. Obukhova, E., Zuckerman, E. W., & Zhang, J. (2014). When politics froze fashion: The effect of the cultural revolution on naming in Beijing. American Journal of Sociology, 120(2), 555–583.CrossRefGoogle Scholar
  24. Powell, M. (2017). This is my (post) truth, tell me yours. International Journal of Health Policy Management, 6(12), 723–725.CrossRefGoogle Scholar
  25. Rancière, J. (1991). The ignorant schoolmaster (K. Ross, Trans.). Stanford: Stanford University Press.Google Scholar
  26. Rancière, J. (2003). The philosopher and his poor (J. Drury, C. Oster, & A. Parker, Trans.). Druham/London: Duke University Press.Google Scholar
  27. Rancière, J. (2010). On ignorant schoolmasters. In C. Bingham & G. Biesta (Eds.), Jacques Rancière: Education, truth, emancipation. London/New York: Continuum.Google Scholar
  28. Simons, M., & Masschelein, J. (2006). The learning society and governmentality: An introduction. Educational Philosophy and Theory, 38, 417–430.CrossRefGoogle Scholar
  29. Simons, M., & Masschelein, J. (Eds.). (2010a). Educational Philosophy and Theory 42(5–6). Special issue: Rancière, Public Education and the Taming of Democracy.Google Scholar
  30. Simons, M., & Masschelein, J. (2010b). Governmental, political and pedagogic subjectivisation: Foucault with Rancière. Educational Philosophy and Theory, 42(5–6), 588–605.CrossRefGoogle Scholar
  31. 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
  32. Young, R. J. C. (2004). White mythologies. Writing history and the west. London/New York: Routledge.CrossRefGoogle Scholar

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