One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...) identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

First published in 1945, Maurice Merleau-Ponty’s monumental _Phénoménologie de la perception _signalled the arrival of a major new philosophical and intellectual voice in post-war Europe. Breaking with the prevailing picture of existentialism and phenomenology at the time, it has become one of the landmark works of twentieth-century thought. This new translation, the first for over fifty years, makes this classic work of philosophy available to a new generation of readers. _Phenomenology of Perception _stands in the great phenomenological tradition of (...) Husserl, Heidegger, and Sartre. Yet Merleau-Ponty’s contribution is decisive, as he brings this tradition and other philosophical predecessors, particularly Descartes and Kant, to confront a neglected dimension of our experience: the lived body and the phenomenal world. Charting a bold course between the reductionism of science on the one hand and "intellectualism" on the other, Merleau-Ponty argues that we should regard the body not as a mere biological or physical unit, but as the body which structures one’s situation and experience within the world. Merleau-Ponty enriches his classic work with engaging studies of famous cases in the history of psychology and neurology as well as phenomena that continue to draw our attention, such as phantom limb syndrome, synaesthesia, and hallucination. This new translation includes many helpful features such as the reintroduction of Merleau-Ponty’s discursive Table of Contents as subtitles into the body of the text, a comprehensive Translator’s Introduction to its main themes, essential notes explaining key terms of translation, an extensive Index, and an important updating of Merleau-Ponty’s references to now available English translations. Also included is a new foreword by Taylor Carman and an introduction to Merleau-Ponty_ _by Claude Lefort. Translated by Donald A. Landes. (shrink)

Written in the midst of World War II, this book makes a strong argument for the crucial importance of education as the solution to the dilemmas with which our ...

Recently I was asked by a somewhat disillusioned but well informed official of one of the important Foundations how long I thought it would be before we attained Utopia. My reply was that I thought we would make substantial progress toward a better world within the next one hundred years.The reply to this, as the reader may surmise, was that my estimate was much too optimistic, the intimation being that anyone who hopes for such rapid progress in this (...) class='Hi'>world must be rather naive in practical matters. Such a judgment represents a widely prevailing view, but one which is supposed to be “realistic.” According to this view, social advancement is a slow business. It will be said that there is no evidence that we are much better off than the ancients. Rather than that we have progressed beyond antiquity, we find that we, as of old, have our evidences of social degradation and maladjustment. Crimes, wars, unemployment, divorce, racial and religious conflicts, even W. P. A. projects—all these are as old as recorded history. Man cannot hope to go far in the next one hundred years because in the last one thousand years he has not improved his lot in terms of fundamental human values. All he has done is multiply his gadgets and invent some new ones. Perhaps—my critic opined—we can make some headway in the next thousand years, but it will be a slow and painful process. (shrink)

Challenging and rewarding in equal measure, _Phenomenology of Perception_ is Merleau-Ponty's most famous work. Impressive in both scope and imagination, it uses the example of perception to return the body to the forefront of philosophy for the first time since Plato. Drawing on case studies such as brain-damaged patients from the First World War, Merleau-Ponty brilliantly shows how the body plays a crucial role not only in perception but in speech, sexuality and our relation to others.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public (...) domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

A clear and concise survey of constructive philosophy. The great thinkers of the classical world emerge as real persona to be loved, admired and understood. Covering the period from Orpheus to St. Augustine, this volume includes the teachings of Pythagoras, Plato, Socrates, Diogenes, Aristotle, Ammonius Saccus, Plotinus, and Proclus. The pattern of the Philosophic Empire is revealed to inspire us to the building of a better world for all humanity. A companion to Pathways of Philosophy.

I offer an overview of Alessandra Tanesini’s discussion of how best to educate for intellectual virtue in the final chapter of her book The Mismeasure of the Self. I identify the unifying theme behind most of her objections to existing approaches, namely that they fail to instil the proper motivations for intellectual virtue, and I raise an issue about whether Tanesini’s preferred approach, self-affirmation, avoids this worry. I argue that it is not clear that it does; in particular, it’s left (...) unclear how self-affirmative interventions are meant to encourage a person’s evaluations of their own intellectual achievements and capacities to be motivated by accuracy or knowledge, as Tanesini requires them to be if they are to be intellectually virtuous rather than vicious. (shrink)

As a flashpoint for specific instances of conflict, Muslim sartorial practices have at times been seen as being antagonistic to “western” ideas of gender equality, secularity, and communicative practices. In light of this, I seek to highlight the ways in which such moments of antagonism actually might be understood on “cosmopolitical” terms, that is, through a framework informed by a critical and political approach to cosmopolitanism itself. Thus, through an “agonistic cosmopolitics” I here argue for a more robust political understanding (...) of what a cosmopolitan orientation to cultural difference can offer education. The paper moves from a focus on harmony to agonism and from cosmopolitanism to the cosmopolitical, and within each I discuss the questions of democracy and universality, respectively. Drawing on, the work of Chantal Mouffe, Judith Butler and Bonnie Honig, I discuss the basis upon which our agonistic interactions can inform education in promoting better ways of living together. This requires, in my view, nothing less than a clear understanding of the very difficulties of pluralism and a questioning of some of the ways we often reflect on the political dimension of these difficulties. I offer some reflections on what an agonistic cosmopolitics has to offer the debates surrounding the wearing of various forms of Muslim dress in schools in the conclusion. My overall claim is that cosmopolitanism as a set of ideas that seek more peaceful forms of living together on a global scale is in need of a theoretical framework that faces directly the difficulties of living in a dissonant world. (shrink)

This study focuses on the phenomenon of private supplementary tutoring, otherwise known as ‘shadow education’, which has proliferated around the world. By casting the spotlight on one parti...

If a transformation in medicine occurs in the wake of the Human Genome Project, its likely focus will be prevention, a logical extension of the lessons of variation and individuality inherent in molecular genetics. The transformation of medicine will require a transformation in genetics education as well, focusing on the development of genetic literacy that allows patient and provider to collaborate as partners in health promotion and disease prevention. The components of genetic literacy include new views of genetics and (...) of disease, and attention to the nature of science, the principles of technology, and ethical, legal, and social implications of genetic medicine. (shrink)

ABSTRACTThe present article aims at examining the specific difficulties that the school form – the modern educational institution par excellence – faces in order to attain hospitality as the raison d'être of the educational process. Educational activity is here understood as a form of hospitality which involves caring for the newcomers and for the physical and symbolic place into which they arrive. A cinematographical narrative drawn from Bégaudeau’s Entre les Murs supplements this analysis of some of the challenges we are (...) faced with when dealing with students from different national backgrounds, beliefs and forms of life. (shrink)

Philosophical work on self-respect has distinguished between various kinds of self-respect. In this paper, Shiying Li begins by introducing important kinds of self-respect and exploring the conceptual and empirical relations among them. She then discusses the value and political significance of social bases of self-respect for both individuals and society. While political theory on this topic, especially from the Rawlsian tradition, has focused on the social bases of self-respect in a well-ordered society, Li takes on the task of uncovering the (...) social bases of self-respect in an unjust society marked by structural injustices such as racism, sexism, social stigmas, and economic and other social inequalities. She provides arguments, including public reason arguments, for the political priority and urgency of securing robust self-respect for all in an unjust society, and thus paves the way for a discussion of the role that education, especially schooling, can and should play in securing robust self-respect. Li concludes by offering reasons to direct special attention to specific aspects of schooling and by making suggestions regarding a curriculum and pedagogy aimed at securing robust self-respect for all. (shrink)

Were John Dewey to visit China today, he would not be the same John Dewey. He would be the Dewey whose own horizons were altered by his encounter with the China of 1919. He would also be the Dewey who came to know China by living there and by working with aspiring Chinese scholars and educators for twenty years. When Dewey went to China originally, he had no expectations. Neither he — nor the world — knew China. Today, it (...) would be different.Of course, China today is different as well. She has entered the global economy in a substantive, dominating — and sometimes domineering — way based on her natural and human resources. She flirted with a democratic governance that could not stand up to the weight of communist... (shrink)

Taking its inspiration from the name of the recent ‘#FeesMustFall’ movement on South African university campuses, this paper takes stock of the apparent disrepute into which truth, facts and also rationality have fallen in recent times. In the post-truth world, the blurring of borders between truth and deception, truthfulness and dishonesty, and non-fiction and fiction has become a habit – and also an educational challenge. I argue that truth matters, in education as elsewhere, and in ways not often (...) acknowledged by constructivist, postmodernist and postcolonialist positions. (shrink)

Giving the foundation of his doctrine of the “Umwelten” v.Uexküll considersKants idealism as the best starting point. The present essay, to the contrary, tries to demonstrate, that the peculiarity of his problems rather corresponds to the logical and metaphysical position ofLeibniz's “monadology” and so shares its philosophical profundity as well as its ontological difficulties. Cardinal points of this correspondence are the following: 1) There is a plurality of subjective worlds=“Umwelten”=“monads”. 2) They are completely isolated one from another. 3) The subject (...) bilds up its reality quite autonomically according to an ideal and specific law=plan=conception. 4) The individual vital laws harmonize according to an optimal general plan. 5) The objective space is denied and regarded as the formalized system of living subjective centres=points of view. 6) Therefrom results the difficulty of explaining a causality of inconscious nature, which is independent from the subject. 7) From this follows the necessity of speculatively amplifying the conception of “subject” or “monad” as well as finally displacing the problem of reality into the metaphysical-religious sphere of a supreme monad or subject.En donnant les raisonnements de sa doctrine des „Umwelten”, M. v.Uexküll considère l'idéalisme deKant comme le meilleur point de départ. Par contre le présent essai cherche à démontrer que la disposition du problème effectivement en question le met plutÔt en parallèle, du point de vue du criticisme et de la métaphysique, avec la „monadologie” deLeibniz, à l'ampleur philosophique de laquelle elle participe aussi bien qu'à ses difficultés ontologiques. Les points cardinaux de cette concordance sont les suivants: 1) la pluralité des mondes subjectifs=„Umwelten” =„monades”; 2) leur intégral isolement réciproque; 3) l'autonomie du sujet quant à la construction de sa réalité, suivant une loi idéelle et spécifique; 4) l'harmonie de toutes les lois vitales et individuelles suivant un plan d'ensemble tendant à un optimum; s) le reniement de la réalité absolue de l'espace objectif et son interprétation comme système formalisé de centres subjectifs vivants ; 6) la difficulté qui en résulte pour l'admissibilité d'une causalité de la nature inconsciente, indépendante du sujet; 7) la nécessité, en découlant, d'une amplification spéculative de l'idée du „sujet” ou de la „monade”, ainsi que, finalement, le renvoi du problème de la réalité dans la sphère métaphysico-religieuse d'une monade suprÊme ou d'un suprÊme sujet. (shrink)

The subject on which I am to address you this evening is one which, though it is of fundamental importance both for philosophy and for practice, cannot but present the gravest difficulties for such treatment as falls within the limits of this occasion. Philosophical problems are always difficult, but those of ultimate metaphysics are in this respect egregious. For the simplifications that are open to the scientific phenomenologist who can rest content with a spatiotemporal world, or to the analyst (...) who concentrates on the objective content with which the human understanding most conspicuously concerns itself, are not open to the metaphysician. He must meet the full complexity of things: not limiting himself to their appearances as objects within human experience, nor to a reflective analysis of their objective content, but taking them as they must be in themselves in order that they may appear as they empirically and reflectively do appear for the special cognitive faculties of man. I ask, therefore, for your patience and attention as I try first of all to lead you into, and then, as I hope, out of, the metaphysical labyrinth. For what I have to describe is something of a metaphysical adventure, or, if you like, a metaphysical ghoststory, in which the ghosts assume such reality as to make the solid things “give up the ghost”—which is just as it should be in a good ghost-story! (shrink)

According to Brian Orend’s binary political model, minimally just states possess a robust set of moral rights, while other states essentially exist in a moral vacuum in which they possess no moral rights. I argue that a more plausible comparative model would allow for a state to acquire (or lose) discrete moral rights as it improves (or damages) its moral record. This would generate a more accurate portrayal of both domestic policy within states and military conflict between states; including, in (...) particular, the role of the Allied forces during World War Two. (shrink)

From the schools of ancient times to the present day, Gary Thomas looks at how and why education evolved as it has. By exploring some of the big questions, he examines the ways in which schools work, considers the differences around the world, and concludes by considering the future of education worldwide.

In Japan, the beginnings of modern education for the blind date back to 1878 in Kyoto, two years before the first initiatives in Tokyo. Inspired by the methods of education for the blind created in Europe and the United States, the first schools for the blind taught reading and writing using convex characters, in addition to general knowledge and the traditional professions of the blind. In 1890, the six-dot braille developed by Louis Braille was successfully adapted to the (...) Japanese language. After the Second World War, much progress was made in the special education system: schooling for the youngest blind children, specific education methods for children with low vision, provision for multi-disabled children with visual impairment, access to higher education establishments, and the development of mainstream schooling. Since 2007, there has been a transition towards a new system of inclusive education, which continues to this day. Schools for the blind are now facing new issues and challenges. (shrink)

A challenge for educators is how to teach in a “post-truth” world. Lies, fake news, and a gleeful disregard for facts – what I collectively term mis/information – all seem to undermine the very project of education. The pragmatism of Richard Rorty holds promise to address such issues. I first argue that Rorty’s philosophy of education is of limited use, whereas his broader thoughts on a philosophy without foundations are more relevant. I then suggest that a way (...) forward is to evade the fight against post-truth dynamics altogether. An insistence on rational objectivity and foundational truth are at the root of the challenges of mis/information. We can instead embrace uncertainty and doubt, shifting our educational goals to help students of diverse backgrounds avoid alienation and humiliation at the hands of schooling. Education can instead affirm the dignity of each student through an acculturation into inclusive, coherent narratives, replacing the self-defeating quest for finding the right truths with the more uplifting purpose of forging a common cultural commitment to reducing human suffering. (shrink)

Although this paper is a written version of an inaugural lecture given at the University of Sheffield in December 1995, its central thesis is that, in a postmodern age, the practice of professors of education giving inaugural lectures is incoherent. To advance this thesis in an inaugural lecture entails an obvious contradiction which, it is proposed, can only be resolved by examining the historical origins of the inaugural lecture in the early medieval university. What emerges from this examination is (...) not only that there is a pre-modern version of the inaugural lecture but that the virtue-based understanding of education which it presupposed can be revised and advanced in the postmodern world. (shrink)

In this paper, Thompson engages the fact that educators perceive themselves to be faced with an apparent dilemma regarding racial identity education. On one hand, their political obligations may incline them to teach racial identity so as to avoid reifying the reality of a racialized system of power. On the other hand, honoring their epistemic obligations to accurately represent the realities of the world may incline them to teach racial identity in a less consequentialist manner, prioritising the goal (...) that students do not suffer hermeneutical injustices as they grapple with racial identities/consequences. Thompson argues that these seemingly opposed obligations can be united, by attending to their underlying claims. In closing, Thompson provides an example of an educational event that coheres with these conclusions. (shrink)

A young boy found one of Beck's best stereoscopes, but he did not understand its use. When he looked through the two eye-pieces at the two adjacent duplicates of each picture on each card he got a single flat picture, and he expected nothing more. Then the moment of revelation came. As he fumbled the focus onto a flat picture of Hamlet, the grave-diggers and Hamlet himself bulged out, the skull on Hamlet's palm looked like a museum piece, and the (...) grave yawned like a real pit. The stereoscopic world of the Beck instrument had been suddenly established in the boy's experience. (shrink)

As a result of globalization, the number of people living outside of their countries of origin is on the rise. Among them are children of primary and secondary school age of varying socio-economic backgrounds. This article addresses the education-related challenges that children in such circumstances face. I first identify two principles – an educational adequacy principle and a presumption of responsibility on the part of a host country for meeting children’s educationalneeds – which are widely employed to guide national (...) policy decisions on educational content and the distribution of educational resources. I then discuss a number of problems that students living abroad face which, I argue, policies devised on the basis of these principles either systematically overlook or, in some cases, exacerbate. Finally, I offer two alternative principles – a cosmopolitan revision of the first and a replacement for the second with a focus on collective responsibility – designed to promote education policies better suited to a globalized world which might help to alleviate the barriers to success commonly encountered by children learning abroad. (shrink)

It is widely stated that a hypothesis is necessary to the execution of a scientific investigation. However, the dogmatic acceptance of this, as of every other proposition, is to be condemned until its implications have been adequately explored.It is the writer's view that hypotheses are not prerequisite to every study which contributes to organized and systematic knowledge of the observable world. It is also concluded that the recognition of a problem requiring a solution or a question deserving an answer (...) is a step that must be taken in every sort of systematic study, and, therefore, that a problem is a more important characteristic of scientific method than a hypothesis. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public (...) domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

In this paper I attempt to construct an African philosophy of education, focusing particularly on how notions of ubuntu and community guide educational practices.

This volume looks at the thinking of educational theorist Carl Bereiter and how he tackled the problem of the liberal education canon. He proposed the way we view the main task of formal education as enculturation into world 3. World 3 is an idea adapted from Karl Popper.

There is currently enough systematic literature presents about socioeconomic inequalities across different disciplines. However, this study relates socioeconomic inequality to rural students educational management information systems in different schools in China. The dynamic force of information technology could not be constrained in the modern techno-based world. Similarly, the study was qualitative and ethnographic. Data were collected through an interview guide and analyzed with thematic scientific analysis. Ten male and ten female students were interviewed based on data saturation point. The (...) purposive sampling technique was used for the rural school and students’ selection. This study summarizes the findings and brings together in-depth emic and etic findings based on new Marxist conflict theory, exploitation, and domination power lens. The study found that SEI creates disparities among EMIS. Household income inequality has influenced on educational achievements of rural areas’ students. Gender-based SEI was not present among students. Family wealth and SES-based exploitation are present regarding EMIS among male and female students. Household wealth is significant for the EMIS. The study put forward a recommendation to the policymakers that exploitation could be overcome among students if the government provides equal opportunities for access to the EMIS. (shrink)

ABSTRACTSome people might argue that there are already too many different documents, guidelines, and regulations in bioethics. Some overlap with one another, some are advisory and lack legal force, others are legally binding in countries, and still others are directed at narrow topics within bioethics, such as HIV/AIDS and human genetics. As the latest document to enter the fray, the UNESCO Declaration has the widest scope of any previous document. It embraces not only research involving human beings, but addresses broader (...) concerns in medicine and healthcare. The UNESCO draft declaration has some minor weaknesses, but on the whole, the strengths outweigh the weaknesses. One weakness is that some items in the draft are stated in a way that is too restrictive, thereby appearing to rule out legitimate activities. A strength of the Declaration is that it is relatively brief, yet at the same time contains sufficient detail to make it something more than a rehearsal of mere pieties. As the most recent of the numerous bioethics and human rights documents, the UNESCO draft draws on many of the earlier documents and also includes some of the most recent thinking about ethical norms and obligations. Perhaps its greatest strength lies not in details of the principles or their implementation, but rather in its stature as an international declaration issued by a United Nations organization. (shrink)

These collected essays represent a communal attempt, by some of the foremost North American worldview scholars, to respond to some of the pressing questions surrounding the many-sided concept that worldview has become in contemporary Christian discourse. Is worldview too modern a concept? Is it too static a way of considering reality? Is it overly intellectual and an invitation for apologetic abuse? Is it hindering more than helping the enterprise of Christian education to use worldview as the point of integration? (...) These and many other questions are wrestled with in these essays. By looking at both the historical development of the term, its present uses and abuses, and possible future alterations, the thinkers in After Worldview have created a foundational conversation and suggested many intriguing ways to revivify this crucial idea from the deadening effects of over-exposure and under-contemplation. These essays provide serious Christian scholarship in an inviting tone, that wonder and suggests, rather than declares, the good aims and good ends that worldview engagement can and should offer to the Body of Christ. (shrink)

Spirituality is a word that is regaining use as people are questioning the economic materialist frame work of society. This article suggests that influences such as materialism, secularization, individualism and globalization are impacting the fabric of society in Australia. Alongside these influences, the article identifies three emerging forms of spirituality. The implications for educators are considered. Themes such as ethics, values and spirituality may re-emerge in new ways in education. Our vocational educational focus may change. The importance of credentialism (...) may diminish. Education may become part of one's life-quest for meaning rather than an episodic initiation rite oriented towards work. The article concludes by suggesting that Australia could lead the way in this movement. (shrink)

ABSTRACTIn this paper we explore the possibility of rethinking the concept of emotional intelligence within the context of education. By developing a pedagogical dialogue with Michel Henry’s phenomenology of incarnation, we try to move beyond existing models of emotional intelligence by shifting the emphasis from the intellectual significance of emotion to a more original incarnate affectivity within intelligence, understood as lived sense-making. We claim that this ontological and ontogenetic perspective on emotion puts it at the heart of education. (...) Yet only because it evokes an understanding of education which is expressly non-functionalist: a disruptive, even dreadful event that marks the threshold and tension between what Henry terms Life and World. More than simply learning us to manage our emotions or recognize the value of experiences, emotional intelligence is about the very making of World out of Life, a Life that is at once radically subjective and communal. (shrink)

This investigation analyzes an Eastern inspired educational experiment: Auroville, in India, near Pondicherry. This education does not propose a homogeneous and teleologically oriented progression, but rather an open exploration of several universes, in order to introduce students to an uncertain world. The idea would be to devise an alternative, ecological, spiritual model, which would take shape in an academic archipelago, where each school would take the form of small aurovillages, on the model of the utopian society of Auroville, (...) with the creation of a solar kitchen, a medicine by sound, and a culture garden, in order to focus on political ecology. This thought experiment is also accompanied by critical considerations to show the intrinsic limits of such a model, which could nevertheless inspire some boldness in rethinking contemporary education systems. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public (...) domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Long awaited after No Future, and making queer theory controversial again, Lee Edelman's Bad Education proposes a queerness without positive identity-a queerness understood as a figural name for the void, itself unnamable, around which the social order takes shape. Like Blackness, woman, incest, and sex, queerness, as Edelman explains it, designates the antagonism, the structuring negativity, preventing that order from achieving coherence. But when certain types of persons get read as literalizing queerness, the negation of their negativity can seem (...) to resolve the social antagonism and totalize community. By translating the nothing of queerness into the something of "the queer," the order of meaning defends against the senselessness that undoes it, thus mirroring, Edelman argues, education's response to queerness: its sublimation of irony into the meaningfulness of a world. Putting queerness in relation to Lacan's "ab-sens" and in dialogue with feminist and Afropessimist thought, Edelman reads works by Shakespeare, Jacobs, Almodovar, Lemmons, and Haneke, among others, to show why queer theory's engagement with queerness necessarily results in a bad education that is destined to teach us nothing. (shrink)

This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.