Suchergebnisse

PUBLISHED ; Cavan ; A number of different discourses are evident in contemporary Irish educational policy, debate and theory: the grammar of marketisation, the poetry of Bildung and culture, the prose of Christian formation together with the ubiquitous rhetoric of personal developmental psychology. These are among the languages vying for descriptive, and more significantly, normative dominance. All claim both to describe and legitimise the reality of education and tensions and antagonism between these understandings divides the educational community, politicians and social commentators. They also function as ?formative discourses? shaping the way in which we view and imagine the subjectivity of learners. Reading these languages as examples of dialectical ideology types as proposed by Slavoj Zizek and applying his critique of ideology suggest a new way of illuminating these languages of education. The critique also proposes a novel notion of the subjectivity of the learner that eludes dominance by language and the symbolic order.

PUBLISHED ; This article advances the thinking of Lima, Ostermann and Rezende?s ?Marxism in Vygotskian approaches to cultural studies of science education? and Mark Zuss? response to their paper. Firstly, it introduces Catherine Malabou?s concept of plasticity, from which Hegel?s dialectic can be re-read as historical materialist self-determination in a way that embraces science but non-reductively, and which leads to the possibility of challenging theoretical rigidity as a form of transformative action. Secondly, this response article provides political analysis of scientific concepts as they reproduce and reinforce particular interests and are expropriated by policy makers and unaware teacher educators whose understanding lies within a technical-instrumentalism and diluted humanism framework. Both arguments feature the human brain as an object of research in science education. From Malabou, the emancipatory conceptualisation of the brain as material, historical and sociocultural; whilst `Brain Gym? exemplifies a non-science and nonsensical misappropriation of scientific concepts for commercial gain via a para-educational intervention.

The present volume centers on Wittgenstein's remarks on Frazer's famous book on magic and religion, The Golden Bough. Uniting prominent scholars of philosophy and the study of religion, this volume offers thorough philological analyses of Wittgenstein's manuscripts, their historical and philosophical context, and their import on Wittgenstein's philosophical development.