Suchergebnisse

Edwin, a person contemplating a career in teaching, has a conversation with Phyllis, a teacher and amateur theorist, about reasons to become a teacher.

El presentismo es visto generalmente como un mal necesario en historiografía. Este artículo explora lo positivo de esta inevitabilidad. Aplicando un enfoque filosófico al análisis discursivo en la tradición de la nueva historia cultural, se distingue –de una parte– entre un uso estratégico del presentismo, y –de otra– un enfoque racionalista en historia. El artículo concluye considerando algunas implicaciones políticas en historiografía de las explicaciones racionalistas y de las explicaciones estratégicamente presentistas. Los modos de comprensión racionalistas inscriben las expectativas del pasado en las visiones del futuro; asignando al historiador el papel de profeta; y perpetuando nociones de agentes ahistóricos. En contraste, las historias estratégicamente presentistas incorporan una orientación que deliberadamente emplea las lentes y perspectivas del presente en orden a tener en cuenta supuestos y perspectivas actuales. Cuando las asunciones son examinadas en relación a las perspectivas presentistas, dichos presupuestos sueltan su rienda en el pensamiento. Dado que el presentismo es inevitable, no debe ser desestimado por completo, sino que debe ser una cuestión sondeada y examinada críticamente. Con dicho foco, el presentismo estratégico en la historiografía debe posibilitar una reflexión sobre los límites de lo que es posible pensar. ; Presentism is generally regarded as a necessary evil in historiography. This paper explores the upside of that inevitability. Using a philosophical approach to discourse analysis in the tradition of new cultural history, the paper distinguishes between a strategic use of presentism on the one hand, and a rationalistic approach to history on the other hand. The paper concludes by considering some political implications of rationalistic accounts and strategically presentistic accounts in historiography. Rationalistic accounts inscribe expectations of the past into visions of the future; they cast the historian in the role of prophet; and they perpetuate notions of ahistoric agency. In contrast, strategically presentistic histories incorporate an orientation that deliberately uses the lenses and perspectives of the present in order to bring current assumptions and perspectives into focus. When assumptions are examined in relation to presentistic perspectives, those assumptions loosen their reins on thought. Since presentism is unavoidable, presentism should not be dismissed outright, but ought to be subject to probing and critical examination. With such a focus, strategically presentistic historiography allows for a reflection on the limits of what it is possible to think. ; Grupo de Investigación FORCE (Formación Centrada en la Escuela) Universidad de Granada

Presentism is generally regarded as a necessary evil in historiography. This paper explores the upside of that inevitability. Using a philosophical approach to discourse analysis in the tradition of new cultural history, the paper distinguishes between a strategic use of presentism on the one hand, and a rationalistic approach to history on the other hand. The paper concludes by considering some political implications of rationalistic accounts and strategically presentistic accounts in historiography. Rationalistic accounts inscribe expectations of the past into visions of the future; they cast the historian in the role of prophet; and they perpetuate notions of ahistoric agency. In contrast, strategically presentistic histories incorporate an orientation that deliberately uses the lenses and perspectives of the present in order to bring current assumptions and perspectives into focus. When assumptions are examined in relation to presentistic perspectives, those assumptions loosen their reins on thought. Since presentism is unavoidable, presentism should not be dismissed outright, but ought to be subject to probing and critical examination. With such a focus, strategically presentistic historiography allows for a reflection on the limits of what it is possible to think.

In the first section, the paper examines the meanings of reflection in United States teacher education discourse by analyzing some of the contributing factors that make reflection seem like a desirable and reasonable practice for teachers. It traces the genealogy of reflection in teacher education by seeking the conditions of its emergence in discourse, and looking for the traditions, conventions and assumptions that buttress the appeal of reflection as an "academic virtue and source of privileged knowledge". After tracing the conditions for the emergence of reflection in teacher education discourse, the paper critiques the political consequences of some commonplace reflective practices. ; Dans une première partie, cet article étudie les significations de la réflexion dans le discours sur la formation des enseignants aux États-Unis, en analysant certains des facteurs qui contribuent à ce que la réflexion apparaisse comme une pratique désirable et raisonnable. Il retrace la généalogie de la réflexion dans la formation des enseignants en recherchant les conditions de son émergence dans les discours et les traditions, conventions et hypothèses qui sous-tendent l'intérêt de la réflexion en tant que « vertu intellectuelle et source de connaissance privilégiée ». Après avoir retrouvé les conditions de l'émergence ae la réflexion dans les discours sur la formation des enseignants, l'article fait une critique des conséquences de certaines pratiques reflexives courantes.

Der Beitrag dient als Beispiel der Ermöglichung von Permeabilität zwischen Philosophie und Geschichte im Rahmen der Erziehungswissenschaft. Er behandelt die epistemologischen, materiellen, politischen und kategorialen Bedingungen, von denen einige eine Trennung der Geschichtswissenschaft von der Philosophie initiieren, während andere dazu beitragen, dass einerseits die Geschichte von der Philosophie und andererseits die Philosophie von der Geschichte profitieren kann. Es wird aufgezeigt, welcher erwartete Zugewinn sowohl für die Philosophie als auch für die Geschichtswissenschaft durch gegenseitige Offenheit innerhalb der Erziehungswissenschaft erzielt werden kann. Eine stärkere Integration philosophischen Denkens in die Bildungsgeschichte und umgekehrt kann auf beiden Seiten blinde Flecke, unhinterfragte methodologische Archetypen und scheinbar unumgängliche mentale Dispositionen zur Sprache bringen, deren Reflexion zur Bereicherung der erziehungswissenschaftlichen Forschung beitragen kann. (DIPF/Orig.) ; The contribution serves as an example of enabling permeability between philosophy and history within the framework of educational science. It deals with the epistemological, material, political, and categorical conditions, some of which initiate a separation of historical science from philosophy, whereas others allow, on the one hand, for history to profit from philosophy and, on the other, for philosophy to profit from history. It is shown how much is to be gained by both philosophy and historical science through reciprocal openness within educational science. A greater integration of philosophical thought into education history and vice versa may draw attention to blind spots on both sides, to unchallenged methodological archetypes and seemingly unavoidable mental dispositions, the reflection of which may contribute to an enrichment of educational research. (DIPF/Orig.)

We are interested in contrasts between 'art for art's sake' and instrumental justifications for art in education. Surprisingly, it seems that current mainstream discourses of arts education tend to inflect the term 'art for art's sake' with instrumental qualities. This paper examines the scene of Discipline-Based Arts Education (DBAE) in contemporary United States and critiques the instrumental setup of 'art for art's sake' endorsed by DBAE. It also suggests an alternative framework to think about 'art for art's sake' in the education of art from Rancière's political and aesthetic theory.