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Author:
Fictionalism confronts the dual epistemological nature of education. In this book, Johan Dahlbeck argues that all education, at bottom, concerns a striving for truth initiated through fictions. This foundational aporia is then interrogated and made sense of via Hans Vaihinger’s philosophy of ‘as if’ and Spinoza’s peculiar form of exemplarism. Using a variety of fictional examples, Dahlbeck investigates the different dimensions of educational fictionalism, from teacher exemplarism to the basic educational fictions necessary for getting started in education in the first place. Fictionalism will be a valuable resource for anyone interested in the philosophical foundations of education.
Author:
Fictionalism confronts the dual epistemological nature of education. In this book, Johan Dahlbeck argues that all education, at bottom, concerns a striving for truth initiated through fictions. This foundational aporia is then interrogated and made sense of via Hans Vaihinger’s philosophy of ‘as if’ and Spinoza’s peculiar form of exemplarism. Using a variety of fictional examples, Dahlbeck investigates the different dimensions of educational fictionalism, from teacher exemplarism to the basic educational fictions necessary for getting started in education in the first place. Fictionalism will be a valuable resource for anyone interested in the philosophical foundations of education.
An Introduction to a Phenomenological Approach to the Philosophical Study of Education
Author:
Is there room for philosophy in educational research? Where is phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods of phenomenology within the field of philosophy of education? These talks to educational scholars and researchers respond to these questions and make an appeal for the place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a broad genealogy of thought, with frequent substitutions and autobiographical confessions, these lectures work from and towards a simple article of faith: philosophy and education are not so different.
An Introduction to a Phenomenological Approach to the Philosophical Study of Education
Author:
Is there room for philosophy in educational research? Where is phenomenology before and beyond its uses and abuses in the applied and social sciences? How are phenomenology and philosophy of education related? What are the methods of phenomenology within the field of philosophy of education? These talks to educational scholars and researchers respond to these questions and make an appeal for the place of philosophy within educational research and the tradition of phenomenology within philosophy of education. Across a broad genealogy of thought, with frequent substitutions and autobiographical confessions, these lectures work from and towards a simple article of faith: philosophy and education are not so different.
Essays on Social Philosophy
Author:
Andy Blunden’s Hegel Marx & Vygotsky, Essays in Social Philosophy presents his novel approach to social theory in a series of essays. Blunden aims to use the cultural psychology of Lev Vygotsky and the Soviet Activity Theorists to renew Hegelian Marxism as an interdisciplinary science. This allows psychologists and social theorists to share their insights through concepts equally valid in either domain. The work includes critical reviews of the works of central figures in Soviet psychology and other writers offering fruitful insights. Essays on topics as diverse as vaccine scepticism and the origins of language test out the interdisciplinary power of the theory, as well as key texts on historical analysis, methodology and the nature of the present conjuncture.
Essays on Social Philosophy
Author:
Andy Blunden’s Hegel Marx & Vygotsky, Essays in Social Philosophy presents his novel approach to social theory in a series of essays. Blunden aims to use the cultural psychology of Lev Vygotsky and the Soviet Activity Theorists to renew Hegelian Marxism as an interdisciplinary science. This allows psychologists and social theorists to share their insights through concepts equally valid in either domain. The work includes critical reviews of the works of central figures in Soviet psychology and other writers offering fruitful insights. Essays on topics as diverse as vaccine scepticism and the origins of language test out the interdisciplinary power of the theory, as well as key texts on historical analysis, methodology and the nature of the present conjuncture.
Jean-François Lyotard, Pedagogy, Thought
Author:
In the first monograph on Lyotard and education, the author approaches Lyotard’s thought as pedagogical in itself. The result is a novel, soft, and accessible study of Lyotard organized around two inhuman educations: that of “the system” and that of “the human.” The former enforces an interminable process of development, dialogue and exchange, while the latter finds its force in the mute, secret, opaque, and inarticulable.
Threading together a range of Lyotard’s work through four pedagogical processes—reading, writing, voicing, and listening—the author insists on the distinct educational logics that can uphold or interrupt different ways of being-together in the world, touching on a range of topics from literacy and aesthetics to time and political-economy. While Inhuman Educations can serve as an introduction to Lyotard’s philosophy, it also constitutes a singular, provocative, and fresh take on his thought.
Threading together a range of Lyotard’s work through four pedagogical processes—reading, writing, voicing, and listening—the author insists on the distinct educational logics that can uphold or interrupt different ways of being-together in the world, touching on a range of topics from literacy and aesthetics to time and political-economy. While Inhuman Educations can serve as an introduction to Lyotard’s philosophy, it also constitutes a singular, provocative, and fresh take on his thought.
Jean-François Lyotard, Pedagogy, Thought
Author:
In the first monograph on Lyotard and education, the author approaches Lyotard’s thought as pedagogical in itself. The result is a novel, soft, and accessible study of Lyotard organized around two inhuman educations: that of “the system” and that of “the human.” The former enforces an interminable process of development, dialogue and exchange, while the latter finds its force in the mute, secret, opaque, and inarticulable.
Threading together a range of Lyotard’s work through four pedagogical processes—reading, writing, voicing, and listening—the author insists on the distinct educational logics that can uphold or interrupt different ways of being-together in the world, touching on a range of topics from literacy and aesthetics to time and political-economy. While Inhuman Educations can serve as an introduction to Lyotard’s philosophy, it also constitutes a singular, provocative, and fresh take on his thought.
Threading together a range of Lyotard’s work through four pedagogical processes—reading, writing, voicing, and listening—the author insists on the distinct educational logics that can uphold or interrupt different ways of being-together in the world, touching on a range of topics from literacy and aesthetics to time and political-economy. While Inhuman Educations can serve as an introduction to Lyotard’s philosophy, it also constitutes a singular, provocative, and fresh take on his thought.
Artful Works and Dialogue about Art as Experience
Awarded an Honorable Mention for the 2022 Society of Professors of Education Outstanding Book Award
Imagining Dewey features productive (re)interpretations of 21st century experience using the lens of John Dewey’s Art as Experience, through the doubled task of putting an array of international philosophers, educators, and artists-researchers in transactional dialogue and on equal footing in an academic text. This book is a pragmatic attempt to encourage application of aesthetic learning and living, ekphrasic interpretation, critical art, and agonist pluralism.
There are two foci: (a) Deweyan philosophy and educational themes with (b) analysis and examples of how educators, artists, and researchers envision and enact artful meaning making. This structure meets the needs of university and high school audiences, who are accustomed to learning about challenging ideas through multimedia and aesthetic experience.
Contributors are: James M. Albrecht, Adam I. Attwood, John Baldacchino, Carolyn L. Berenato, M. Cristina Di Gregori, Holly Fairbank, Jim Garrison, Amanda Gulla, Bethany Henning, Jessica Heybach, David L. Hildebrand, Ellyn Lyle, Livio Mattarollo, Christy McConnell Moroye, María-Isabel Moreno-Montoro, María Martínez Morales, Stephen M. Noonan, Louise G. Phillips, Scott L. Pratt, Joaquin Roldan, Leopoldo Rueda, Tadd Ruetenik, Leísa Sasso, Bruce Uhrmacher, David Vessey, Ricardo Marín Viadel, Sean Wiebe, Li Xu and Martha Patricia Espíritu Zavalza.
Imagining Dewey features productive (re)interpretations of 21st century experience using the lens of John Dewey’s Art as Experience, through the doubled task of putting an array of international philosophers, educators, and artists-researchers in transactional dialogue and on equal footing in an academic text. This book is a pragmatic attempt to encourage application of aesthetic learning and living, ekphrasic interpretation, critical art, and agonist pluralism.
There are two foci: (a) Deweyan philosophy and educational themes with (b) analysis and examples of how educators, artists, and researchers envision and enact artful meaning making. This structure meets the needs of university and high school audiences, who are accustomed to learning about challenging ideas through multimedia and aesthetic experience.
Contributors are: James M. Albrecht, Adam I. Attwood, John Baldacchino, Carolyn L. Berenato, M. Cristina Di Gregori, Holly Fairbank, Jim Garrison, Amanda Gulla, Bethany Henning, Jessica Heybach, David L. Hildebrand, Ellyn Lyle, Livio Mattarollo, Christy McConnell Moroye, María-Isabel Moreno-Montoro, María Martínez Morales, Stephen M. Noonan, Louise G. Phillips, Scott L. Pratt, Joaquin Roldan, Leopoldo Rueda, Tadd Ruetenik, Leísa Sasso, Bruce Uhrmacher, David Vessey, Ricardo Marín Viadel, Sean Wiebe, Li Xu and Martha Patricia Espíritu Zavalza.
Artful Works and Dialogue about Art as Experience
Awarded an Honorable Mention for the 2022 Society of Professors of Education Outstanding Book Award
Imagining Dewey features productive (re)interpretations of 21st century experience using the lens of John Dewey’s Art as Experience, through the doubled task of putting an array of international philosophers, educators, and artists-researchers in transactional dialogue and on equal footing in an academic text. This book is a pragmatic attempt to encourage application of aesthetic learning and living, ekphrasic interpretation, critical art, and agonist pluralism.
There are two foci: (a) Deweyan philosophy and educational themes with (b) analysis and examples of how educators, artists, and researchers envision and enact artful meaning making. This structure meets the needs of university and high school audiences, who are accustomed to learning about challenging ideas through multimedia and aesthetic experience.
Contributors are: James M. Albrecht, Adam I. Attwood, John Baldacchino, Carolyn L. Berenato, M. Cristina Di Gregori, Holly Fairbank, Jim Garrison, Amanda Gulla, Bethany Henning, Jessica Heybach, David L. Hildebrand, Ellyn Lyle, Livio Mattarollo, Christy McConnell Moroye, María-Isabel Moreno-Montoro, María Martínez Morales, Stephen M. Noonan, Louise G. Phillips, Scott L. Pratt, Joaquin Roldan, Leopoldo Rueda, Tadd Ruetenik, Leísa Sasso, Bruce Uhrmacher, David Vessey, Ricardo Marín Viadel, Sean Wiebe, Li Xu and Martha Patricia Espíritu Zavalza.
Imagining Dewey features productive (re)interpretations of 21st century experience using the lens of John Dewey’s Art as Experience, through the doubled task of putting an array of international philosophers, educators, and artists-researchers in transactional dialogue and on equal footing in an academic text. This book is a pragmatic attempt to encourage application of aesthetic learning and living, ekphrasic interpretation, critical art, and agonist pluralism.
There are two foci: (a) Deweyan philosophy and educational themes with (b) analysis and examples of how educators, artists, and researchers envision and enact artful meaning making. This structure meets the needs of university and high school audiences, who are accustomed to learning about challenging ideas through multimedia and aesthetic experience.
Contributors are: James M. Albrecht, Adam I. Attwood, John Baldacchino, Carolyn L. Berenato, M. Cristina Di Gregori, Holly Fairbank, Jim Garrison, Amanda Gulla, Bethany Henning, Jessica Heybach, David L. Hildebrand, Ellyn Lyle, Livio Mattarollo, Christy McConnell Moroye, María-Isabel Moreno-Montoro, María Martínez Morales, Stephen M. Noonan, Louise G. Phillips, Scott L. Pratt, Joaquin Roldan, Leopoldo Rueda, Tadd Ruetenik, Leísa Sasso, Bruce Uhrmacher, David Vessey, Ricardo Marín Viadel, Sean Wiebe, Li Xu and Martha Patricia Espíritu Zavalza.
Volume Editor:
Using a range of critical perspectives, On the Question of Truth in the Era of Trump closely examines notions of “truth in crisis” leading up to and after the election of Donald Trump. The authors explore how truth is constructed along the lines of race, social class, and gender as filtered through the self-referential characteristics of social media in particular. The authors assert that the US left has shown itself inadequate to the task of confronting right wing ideologies, which have only intensified since the 2016 election, resulting in increased mobilization of white supremacist and nationalist groups.
Whether underestimating Trump by downplaying the threat of his candidacy during the primaries, trivializing the concerns of women and minorities as “identity politics,” or rushing to prioritize the free speech rights of the far-right, left academics and the media have found themselves unable to use their traditional arsenal of evidence, rational discourse, and appeals to diversity of viewpoints.
The authors assert that political resistance to the right is not a matter of playful use of signs and symbols or discourse alone and has to be fought directly and in solidarity. At this point, it is clear that Trump and his supporters have not just deployed relativism as a form of strategy, but have fully weaponized it against their perceived enemies: women, immigrants, minorities, LGBTQ people along with educational, scientific, and journalistic institutions. It is hoped that this in-depth, critical dissection of truth in the current political reality will assist in the project of resistance.
Contributors are: Faith Agostinone-Wilson, Mike Cole, Jeremy T. Godwin, Jones Irwin, Austin Pickup, Daniel Ian Rubin, and Eric C. Sheffield.
Whether underestimating Trump by downplaying the threat of his candidacy during the primaries, trivializing the concerns of women and minorities as “identity politics,” or rushing to prioritize the free speech rights of the far-right, left academics and the media have found themselves unable to use their traditional arsenal of evidence, rational discourse, and appeals to diversity of viewpoints.
The authors assert that political resistance to the right is not a matter of playful use of signs and symbols or discourse alone and has to be fought directly and in solidarity. At this point, it is clear that Trump and his supporters have not just deployed relativism as a form of strategy, but have fully weaponized it against their perceived enemies: women, immigrants, minorities, LGBTQ people along with educational, scientific, and journalistic institutions. It is hoped that this in-depth, critical dissection of truth in the current political reality will assist in the project of resistance.
Contributors are: Faith Agostinone-Wilson, Mike Cole, Jeremy T. Godwin, Jones Irwin, Austin Pickup, Daniel Ian Rubin, and Eric C. Sheffield.
Volume Editor:
Using a range of critical perspectives, On the Question of Truth in the Era of Trump closely examines notions of “truth in crisis” leading up to and after the election of Donald Trump. The authors explore how truth is constructed along the lines of race, social class, and gender as filtered through the self-referential characteristics of social media in particular. The authors assert that the US left has shown itself inadequate to the task of confronting right wing ideologies, which have only intensified since the 2016 election, resulting in increased mobilization of white supremacist and nationalist groups.
Whether underestimating Trump by downplaying the threat of his candidacy during the primaries, trivializing the concerns of women and minorities as “identity politics,” or rushing to prioritize the free speech rights of the far-right, left academics and the media have found themselves unable to use their traditional arsenal of evidence, rational discourse, and appeals to diversity of viewpoints.
The authors assert that political resistance to the right is not a matter of playful use of signs and symbols or discourse alone and has to be fought directly and in solidarity. At this point, it is clear that Trump and his supporters have not just deployed relativism as a form of strategy, but have fully weaponized it against their perceived enemies: women, immigrants, minorities, LGBTQ people along with educational, scientific, and journalistic institutions. It is hoped that this in-depth, critical dissection of truth in the current political reality will assist in the project of resistance.
Contributors are: Faith Agostinone-Wilson, Mike Cole, Jeremy T. Godwin, Jones Irwin, Austin Pickup, Daniel Ian Rubin, and Eric C. Sheffield.
Whether underestimating Trump by downplaying the threat of his candidacy during the primaries, trivializing the concerns of women and minorities as “identity politics,” or rushing to prioritize the free speech rights of the far-right, left academics and the media have found themselves unable to use their traditional arsenal of evidence, rational discourse, and appeals to diversity of viewpoints.
The authors assert that political resistance to the right is not a matter of playful use of signs and symbols or discourse alone and has to be fought directly and in solidarity. At this point, it is clear that Trump and his supporters have not just deployed relativism as a form of strategy, but have fully weaponized it against their perceived enemies: women, immigrants, minorities, LGBTQ people along with educational, scientific, and journalistic institutions. It is hoped that this in-depth, critical dissection of truth in the current political reality will assist in the project of resistance.
Contributors are: Faith Agostinone-Wilson, Mike Cole, Jeremy T. Godwin, Jones Irwin, Austin Pickup, Daniel Ian Rubin, and Eric C. Sheffield.
The Rise and Risk of Neoliberal Education in Europe
Academia is standing at a junction in time. Behind lies the community of the curious, ahead the mass and the market. This book joins in a growing stream of works that explore the vicissitudes of present-day European universities in what Bauman coined as liquid times. Here, a number of concerned (engaged) European scholars attempt to defend and brush up academic core values and practices, starting from their own life worlds and positions in higher education. They share the view that there is no point in turning back, nor in mechanically marching straight on. Above all, they uphold that there is no alternative to treasuring academia as a space for thinking together. Hopefully the fruit of this sine qua non invites to think with, and envision academic activism. Contributors are Samuel Abraham, Stefano Bianchini, Simon Charlesworth, Leonidas Donskis, Frans Kamsteeg, Joost van Loon, Ida Sabelis, Tamara Shefer and Harry Wels.
The Rise and Risk of Neoliberal Education in Europe
Academia is standing at a junction in time. Behind lies the community of the curious, ahead the mass and the market. This book joins in a growing stream of works that explore the vicissitudes of present-day European universities in what Bauman coined as liquid times. Here, a number of concerned (engaged) European scholars attempt to defend and brush up academic core values and practices, starting from their own life worlds and positions in higher education. They share the view that there is no point in turning back, nor in mechanically marching straight on. Above all, they uphold that there is no alternative to treasuring academia as a space for thinking together. Hopefully the fruit of this sine qua non invites to think with, and envision academic activism. Contributors are Samuel Abraham, Stefano Bianchini, Simon Charlesworth, Leonidas Donskis, Frans Kamsteeg, Joost van Loon, Ida Sabelis, Tamara Shefer and Harry Wels.