W swojej odpowiedzi na artykuł Joanny Rutkowiak autor wskazuje na różnice pomiędzy opisywanymi doświadczeniami nauczycielki w prowincjonalnej szkole wyższej a niektórymi elementami koncepcji Rancière'a. Prowadzi go to do krytyki Rancière'a pojmowania emancypacji, które pozostaje problematyczne wobec specyfiki generacji Z oraz narastających tęsknot za autorytaryzmem.
Assuming the ontological understanding of rhetoric, as proposed by Ernesto Laclau, the paper explores the language of educational theories in their dimensions significant in terms of the discursive construction of societies. The tropes and rhetorical strategies identified in J.J.Rousseau's works are assumed as the point of departure for the crystallization of the modern discourse of education, here understood as an ontologically indispensable element of the political.
On the Politics of Educational Theory considers the political significance of educational theory as a specific genre of public discourse. Rather than understanding educational theories solely as addressing issues of childrearing and instruction, this book aims to view educational theories in a broader socio-political context. It explores the role of educational theories in the construction of collective and political identities, and analyses them as rhetorical strategies operating as political discourses.Defining the methodological framework through the perspectives of Michel Foucault and Ernesto Laclau, each chapter examines the ways in which theories of education contribute to the creation of social realities and identities. Such issues as the construction of visibility and invisibility of power, the tropes of temporality, or the use of postulational language where theorists say what 'should' be done in and by education, are some of the threads that weave through particular theories – from Rousseau to the discourse of education in the knowledge-based society – analysed as ontological rhetorics constitutive of political identities.This book suggests a direction for a more conscious way of dealing with the political in education. As such, it will appeal to researchers, academics and postgraduate students in the fields of educational research, philosophy of education, curriculum studies, social and political theory, and theory of education.
Intro -- Education and the Political: New Theoretical Articulations -- TABLE OF CONTENTS -- ACKNOWLEDGEMENTS -- INTRODUCTION: EDUCATION AND THE POLITICAL -- ABOUT THE CONTRIBUTIONS -- DO WE HAVE A THEORY? -- REFERENCES -- AFFILIATION -- ARE DUTIES OF JUSTICE IN EDUCATION GLOBAL IN SCOPE? -- NOTES -- REFERENCES -- AFFILIATION -- EDUCATION FOR RESISTANCE, EDUCATION FOR CONSENSUS?: Non-Consensual Democracy and Education -- NOTES -- REFERENCES -- AFFILIATION -- GRAMMARS OF PRIVATIZATION, SCHOOLING, AND THE "NETWORK STATE" -- I -- II -- III -- IV -- V -- VI -- NOTES -- REFERENCES -- AFFILIATION -- IDENTITY AND NORMATIVITY: POLITICS AND EDUCATION -- LACLAU'S IDENTITY -- NORMATIVITY AND THE SOCIAL -- EMPTY SIGNIFIERS, EDUCATION AND NORMATIVITY -- EXPANDING THE NORMATIVE: CHANTAL MOUFFE -- THE SPACE FOR ETHICS -- THE DEONTIC, THE DEONTOLOGICAL, THE ETHICAL, AND THE ROLE OF EDUCATION -- NOTES -- REFERENCES -- AFFILIATION -- TIME OUT: CAN EDUCATION DO AND BE DONE WITHOUT TIME? -- INTRODUCTION -- THE TIME OF EDUCATION -- TIME OUT? -- EDUCATION AND THE FREEDOM OF SPEECH -- DISCUSSION -- REFERENCES -- AFFILIATION -- THE DOUBLE SUBJECTIFICATION FUNCTION OF EDUCATION: Reconsidering Hospitality and Democracy -- INTRODUCTION -- SUBJECTIFICATION AS EDUCATIONAL INTEREST -- RANCIÈRE'S DICHOTOMY -- THE CLOSE-UP AND THE WIDE-ANGLE VIEW -- ARE "EQUALITY" AND "EQUALITY" THE SAME? -- BOTH ENDS OF THE TELESCOPE -- CONCLUSION -- NOTES -- REFERENCES -- AFFILIATION -- THE POLITICS OF THE UNIVERSITY: Movements of (de-)Identification and the Invention of Public Pedagogic Forms -- THE PROFANATION OF THE BOOK -- THE PROFANATION OF REASON -- THE PROFANATION OF CULTURE AND OF TIME -- PUBLIC PEDAGOGIC FORMS -- THE PROFANATION OF PRODUCTION AND COMMUNICATION -- OUR CONCERN: STUDIA PAEDAGOGICA -- NOTES -- REFERENCES -- AFFILIATION.
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Dyskusja zorganizowana przez redakcję "Ars Educandi" dotyczy aktualności diagnoz społecznego kryzysu w czasie upadku systemu komunistycznego w Polsce. Wydany w 1980 roku tekst Zbigniewa Kwiecińskiego stał się pretekstem do rozważań na temat podobieństw i różnic tamtego systemu do obecnej formy autorytaryzmu w Polsce, do pytań o logikę kryzysu, o relacje społecznych emocji do struktury społecznego systemu oraz o to, czy posługiwanie się figurą systemu społecznego nadal jest zasadne.
