Theory and the way we relate to the world. On the educational dimension of insight

  • Piotr Zamojski Liverpool Hope University
Słowa kluczowe: educational dimension of theory, educational theory, technology, critique, philosophy of responsibility, Jonas, Picht, Heidegger

Abstrakt

This paper investigates the educational dimension of theory, that is, the way theory forms or catalyses human’s relation to the world. This is analysed through the examples of three theoretical standpoints: technology, critique and the philosophy of responsibility. The first two have played their major part in contemporary thought, while the third seems to play a crucial role in currently emerging theories of education. However, the exercise presented in this paper does not aim at apprising one of these standpoints over the others. Rather, it indicates the educational work of theory beyond its application and function.

mnisw-en271.jpg

English proofreading: Anna Moroz-Darska

Modernisation of the journal's operations and translation into the English language of articles published in Ars Educandi in 2012-2017 were financed with funds from the Ministry of Science and Higher Education as a part of the task Science Promotion Activity (pl. DUN).

The task ‘The implementation of the editorial module on the platform of Uniwersyteckie Czasopisma Naukowe – a system facilitating the editing and management of the academic journal Ars Educandi‘ was financed as a part of contract 661/P-DUN/2018 of 12.06.2018 from funds of the Ministry of Science and Higher Education designated for the promotion of science.

The task ‘The creation of a modern online version of the academic journal Ars Educandi through the implementation of the publication module on the platform of Uniwersyteckie Czasopisma Naukowe and the handling of international indexing databases’ was financed as a part of contract 661/P-DUN/2018 of 12.06.2018 from funds of the Ministry of Science and Higher Education designated for the promotion of science.

The task ‘Preparation of the English language version of the last 6 annual issues (2012-2017) of the academic journal Ars Educandi and their publication online’ was financed as a part of contract 661/P-DUN/2018 of 12.06.2018 from funds of the Ministry of Science and Higher Education designated for the promotion of science.

Bibliografia

Adorno T.W., 2004 [1966], Negative Dialectic, transl. E.B. Ashton, New York–London: Continuum.

Arendt H., 1968, The crisis of education[i n:] eadem, Between Past and Future, New York: Penguin.

Arendt H., 2006, Eichmann in Jerusalem: a Report on the Banality of Evil, New York: Penguin Books.

Bacon F., 2000 [1620], The New Organon, transl. L. Jardine, M. Silverthorne, Cambridge: Cambridge University Press.

Biesta G.J.J., 2010, Education, weakness, existence, the soul and truth: Five reminders about the basic questions of education, „Ars Educandi” Vol. 7, pp. 55–69.

Ellsworth E., 1989, Why Doesn’t This Feel Empowering? Working Through The Repressive Myths of Critical Pedagogy, „Harvard Educational Review” Vol. 59 (3), pp. 297–324.

Filek J., 1996, Ontologizacja odpowiedzialności: analityczne i historyczne wprowadzenie w problematykę, Kraków: Wydawnictwo Baran i Suszczyński.

Freire P., 2000, Pedagogy of the Oppressed, transl. M. Bergman Ramos, New York–London: Continuum.

Freire P., 2005, Education for Critical Consciousness, New York–London: Continuum.

Gur-Ze’ev I., 1998, Toward a Nonrepressive Critical Pedagogy, „Educational Theory” Vol. 48 (4), pp. 463–486.

Heidegger M., 1977, Science and Reflection[i n:] idem, The Question Concerning Technology and Other Essays, transl. W. Lovitt, New York–London: Garland Pub.

Hodgson N., Vlieghe J., Zamojski P., 2016, Manifesto for a Post-Critical Pedagogy, New York: Punctum Press.

Horkhemer M., Adorno T.W., 1973 [1944], Dialectic of Enlightenment, trans. J. Cumming, New York: Continuum.

Jonas H., 1984, The Imperative of Responsibility: in search of an ethics for the technological age, Chicago: The University of Chicago Press.

Latour B., 2004, Why Has Critique Run out of Steam? From Matters of Fact to Matters of Concern, „Critical Inquiry” Vol. 30 (4).

Maddock T., 1999, The Nature and Limits of Critical Theory in Education, „Educational Philosophy and Theory” vol. 31 (1), pp. 43–61.

Masschelein J., 2004, How to Conceive of Critical Educational Theory Today?„Journal of Philosophy of Education” Vol. 38 (3), pp. 351–367.

Masschelein J., 2011, Experimentum Scholae: The World once More... But Not (Yet) Finished, „Studies in Philosophy and Education” Vol. 30, pp. 529–535.

Picht G., 1998, The Concept of Responsibility, transl. W. Davis, „Religion” vol. 28.

Rancière J., 1991, The Ignorant Schoolmaster. Five Lessons in Intellectual Emancipation, transl. K. Ross, Stanford: Stanford University Press.

Rancière J., 2004, The Philosopher and His Poor, transl. J. Drury, C. Oster, A. Parker, Durham–London: Duke University Press.

Sloterdijk P., 1987, Critique of Cynical Reason, transl. M. Eldred, Minneapolis: University of Minnesota Press.

Vlieghe J., 2016, Edukacja w warunkach szkolnych. Ku pedagogice skupionej na rzeczy, transl. P. Zamojski, „Studia i Badania Naukowe. Pedagogika” t. 10, nr 1, pp. 15–33.

Zamojski P., 2010, Pytanie o cel kształcenia – zaproszenie do debaty, Gdańsk: Wydawnictwo Uniwersytetu Gdańskiego.

Zamojski P., 2014, Od demaskacji ku budowaniu. Po-krytyczna perspektywa badań pedagogicznych,„Teraźniejszość – Człowiek – Edukacja” Vol. 67 (3), pp. 7–22.

Opublikowane
2017-10-11
Jak cytować
Zamojski, P. (2017). Theory and the way we relate to the world. On the educational dimension of insight. Ars Educandi, (14), 39-48. https://doi.org/10.26881/ae.2017.14.02