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Now showing items 1 - 16 of 27

  • Religious education or education about religion?

    Vlieghe, Joris  

    In this reply to Agbaria's reflections on religious authority I first make a distinction between three forms of authority: theological, sociological and educational. Defending the need for a purely educational account of authority, I develop with Arendt a thing-centered approach towards education. This allows me to transcend the traditional opposition between teacher - and student-centered views in education. From this perspective I argue for making a further distinction, viz. between religious education and education about religion. I will defend the last approach towards teaching about religion and conclude this reply by making some suggestions regarding what this teaching entails with reference to religious painting.
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  • Giorgio Agamben-Education Without Ends

    Vlieghe, Joris  

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  • Religious education or education about religion?

    Vlieghe, Joris  

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  • Education and hope

    Vlieghe, Joris  

    This introduction sets a framework for the special issue on Education and Hope which contains a selection of papers presented at the 16(th) Conference of the International Network of Philosophers of Education. It sketches the issue of how education and hope are closely intertwined notions. This introduction also gives an overview of the articles included in this issue and how they are thematically arranged. In a short conclusion the issue of hope is related to the issue of speed and slowness.
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  • Towards an immanent ontology of teaching Leonard Bernstein as a case-study

    Vlieghe, Joris   Zamojski, Piotr  

    In this article, we argue that it is possible to approach teaching from a fully affirmative perspective: as an educational practice that has its own internal logic and intrinsic value. By analysing a fragment from one of the Leonard Bernstein's Young People's Concerts presented in this article as a teaching event, we show that when starting from an empirical example of teaching it is possible to distinguish principles and gestures that testify to an ontological dimension of teaching. This is possible, however, only when a particular reading of this empirical material is applied. We call this an immanent reading, as opposed to a transcendent (in this case critical) reading. It should be clear that this kind of inquiry we briefly demonstrate here is exactly a post-critical attempt to re-establish our affirmative relation with one of the most devalued, repressed, and neglected educational practice, namely teaching.
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  • Education and hope

    Vlieghe, Joris  

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  • Schooling Bodies to Read and Write: A Technosomatic Perspective

    Vlieghe, Joris  

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  • Taking Up the Threads:The Aesthetic,Temporal,and Political Dimensions of Teaching

    Vlieghe, Joris   Zamojski, Piotr  

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  • Education in an Age of Digital Technologies

    Vlieghe, Joris  

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  • Corporeality, Equality, and Education: A Biopedagogical Perspective

    Vlieghe, Joris  

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  • Beyond Biopolitics. A Biopedagogical Perspective on Corporeal Experience

    Vlieghe, Joris  

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  • Education in a digital age: How old and new technologies shape our subjectivities

    Vlieghe, Joris  

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  • Education in a digital age: How old and new technologies shape our subjectivities

    Vlieghe, Joris  

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  • Rethinking emancipation with Freire and Ranciere:A plea for a thing-centred pedagogy

    Vlieghe, Joris  

    In this article, I critically engage with a vital assumption behind the work of Paulo Freire, and more generally behind any critical pedagogy, viz. the belief that education is fundamentally about emancipation. My main goal is to conceive of a contemporary critical pedagogy which stays true to the original inspiration of Freire's work, but which at the same time takes it in a new direction. More precisely, I confront Freire with Jacques Ranciere. Not only is the latter's work on education fully predicated on the idea of emancipation. For both Freire and Ranciere, literacy initiation practice can be seen as an archetypical model for understanding the emancipatory moment in education. For both, educational practices are never neutral, as they decide to a great extent on the fate of our common world. Reflecting on similarities and differences in both their positions, I will propose to conceive of critical pedagogy in terms of a thing-centred pedagogy. As such, I take a clear position in the discussion between teacher- and student-centred approaches. According to Ranciere, it is the full devotion to a thing', i.e. to a subject matter we study, which makes emancipation possible. Over and against Freire's defense of emancipatory education, I highlight with Ranciere the importance of educational emancipation.
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  • Studying in the Superdiverse City:System_D and the Challenge of Solidarity in Brussels

    Schildermans, Hans   Vandenabeele, Joke   Vlieghe, Joris   Zamojski, Piotr  

    In recent years, the relation between studying and learning has been a topic of debate. This article is mainly interested in a concept of study practices, conceived of as practices that are strongly engaged with issues of living together in a superdiverse city. Such practices firstly require to think the relation between studying and learning in other-than-oppositional terms, and secondly, to raise questions concerning the political role of education. The aim of the article is double in that it wants to further elaborate the concept of study practices in relation to a concrete practice on the one hand, and, on the other, that it has the objective to rethink in educational terms the notion of solidarity-deeply entwined with matters of living together in superdiversity. These aims are pursued based on an analysis of the study practice of System_D, a film festival in the disadvantaged neighborhoods of Brussels, drawing on the work of Isabelle Stengers and Donna Haraway.
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  • Education, Digitization and Literacy training: A historical and cross-cultural perspective

    Vlieghe, Joris  

    In this article, I deal with the transition from traditional school' forms of instruction to educational processes that are fully mediated by digital technologies. Against the background of the idea the very institution school' is closely linked to the invention of the alphabetic writing system and to the need of initiating new generations into a literate culture, I focus on the issue of literacy training. I argue that with the digitization of education, a fundamental transition takes place regarding what it means to be literate, but also what it means to educate and to be educated. I do so by developing a techno-somatic' approach, which means that I look at the use of concrete instructional technologies, and the bodily disciplines that are involved. I set out a double comparison in which I contrast existing, traditional' ways of learning how to read/write with the way in which literacy training looked like before the nineteenth century, on the one hand, and with the initiation into literacy in the Chinese/Japanese language, on the other hand. I argue that these comparisons shed light on the differences between traditional and digital literacy. More precisely, I show that in each case, a different relation toward what it means to produce script is involved. As such, both forms of literacy go together with different spaces of experience and senses of being-able, and therefore with altogether different ideas of what education is all about.
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