Suchergebnisse

This article extends the ongoing argumentation of 'public', publics and universities by providing a conceptual discussion of issues at the core of the public sphere: how does public form and exist amid private and individual life and pursuits, and how does a collective public body identify itself. The discussion is placed in dialogue with two earlier contributions to 'becoming (a) public' by Simons and Masschelein (European Educational Research Journal, 8(2), 204-217, 2009) and Biesta (Social & Cultural Geography, 13(7), 683-697, 2012). Brought together, these contributions constitute a definition of a programmatic public pedagogy at the university. This article develops the definition of a programmatic public pedagogy by drawing on the conceptual core meanings of public in continental antiquity, Enlightenment and American pragmatism. The author discusses public as (1) indefinitely circulating discourses, (2) sociability between strangers, (3) macro structures and (4) the political public sphere. The article reveals that the 'becoming (a) public' extends and occurs across a broad spectrum, and that the discursive and sociable manifestations of public are not secondary to explicitly political action but have an inherent value in themselves. The article distinguishes the character of public as constant openness to the emergence of what is yet not known from interpretations that locate public in the existing structures, ideologies and forms of action. The dialogue with Simons and Masschelein and Biesta shows that this distinction has critical implications on how programmatic public pedagogy is understood at the university. ; This article extends the ongoing argumentation of 'public', publics and universities by providing a conceptual discussion of issues at the core of the public sphere: how does public form and exist amid private and individual life and pursuits, and how does a collective public body identify itself. The discussion is placed in dialogue with two earlier contributions to 'becoming (a) public' by Simons and Masschelein (European Educational Research Journal, 8(2), 204-217, 2009) and Biesta (Social & Cultural Geography, 13(7), 683-697, 2012). Brought together, these contributions constitute a definition of a programmatic public pedagogy at the university. This article develops the definition of a programmatic public pedagogy by drawing on the conceptual core meanings of public in continental antiquity, Enlightenment and American pragmatism. The author discusses public as (1) indefinitely circulating discourses, (2) sociability between strangers, (3) macro structures and (4) the political public sphere. The article reveals that the 'becoming (a) public' extends and occurs across a broad spectrum, and that the discursive and sociable manifestations of public are not secondary to explicitly political action but have an inherent value in themselves. The article distinguishes the character of public as constant openness to the emergence of what is yet not known from interpretations that locate public in the existing structures, ideologies and forms of action. The dialogue with Simons and Masschelein and Biesta shows that this distinction has critical implications on how programmatic public pedagogy is understood at the university. ; Peer reviewed

Tarkastelen artikkelissa yhdysvaltalaisen public journalismin varhaisvuosien teksteihin sisältyvää kansalaisihannetta ja osoitan, että public journalismin kehitysvaiheeseen sisältyneet ihanteet ihmisen julkisuussuhteesta, ihmistenvälisyydestä ja julkisen kansalaistoiminnan merkityksistä muistuttavat olennaisesti eurooppalaista sivistysihannetta. Esitän, että keskeinen läheisyyttä selittävä tekijä on public journalismia linjanneiden kirjoittajien käsitys yksilölle kuuluvasta tehtävästä osallistua aikansa keskeisiä kysymyksiä koskevaan julkiseen keskusteluun. Toinen keskeinen tekijä on kirjoittajien käsitys kulttuurista, joka takaa mahdollisuuden ja juurruttaa ihmisyksilöihin halun orientoitua yksityisyydestä yhteisiä asioita kohti. Erittelen artikkelissa, miten public journalismin keskeisen innoittajan ja teoreettisen lähteen, John Deweyn, käsitys julkisesta kansalaistoiminnasta liittyy sivistystraditioon. Tutkimus perustuu public journalismin keskeisimmän kehittäjäparin, Jay Rosenin ja Davis Merrittin 1990-luvun alkupuolella kirjoittamien tekstien aatehistoriallista otetta hyödyntävään analyysiin. Artikkelin toisessa osassa tarkastelen public journalismin kontekstointia ja soveltamista 1990-luvun Suomessa, jossa yhdysvaltalaisreformin läheisyys sivistysihanteeseen jäi artikuloimatta. Esitän, että public journalismin sivistyksellisiä piirteitä kannattaa kehittää Suomessa nyt, kun kärjistynyt poliittinen retoriikka on ajankohtaistanut sivistyksellisen ihanteen toisia ihmisiä kunnioittavasta ja käsityksiä avartavasta keskustelusta.

The study of online media use has been elemental in shaping the research on publics within communication and media studies in the last few decades. This article takes a critical view of this research by asking to what extent it has been informed by the long history of theoretical work on the concept of the public. Reviewing the literature on 'networked publics' as an illustrative example, we demonstrate how the lack of public-theoretical engagement creates both conceptual and empirical limitations to the study of online publics. We also indicate how the sociological, political theory and cultural studies traditions on the concept of the public can contribute to widening the perspectives of online publics research within communication and media studies.