This article explores aspects of eros in education in relation to ideas of indirectness associate... more This article explores aspects of eros in education in relation to ideas of indirectness associated with the French concept of pudeur, sometimes translated as ‘modesty’. It explores lines of thought extending through Emerson and Nietzsche but reaching back to Plato's Symposium. This is a means of exposing the ‘impudence’ of some aspects of contemporary education and of pointing towards a conception of eros that is otherwise obscured.
Notes on Contributors.Foreword. (Paul Hirst)Introduction. (Nigel Blake, Paul Smeyers, Richard Smi... more Notes on Contributors.Foreword. (Paul Hirst)Introduction. (Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish)Part I: Social and Cultural Theories1 Pragmatism and Education. (Jim Garrison and Alven Neiman)2 Critical Theory and Critical Pedagogy. (Nigel Black and Jan Masschelein)3 Postmodernism/Post-structuralism. (Michael Peters and Kenneth Wain)4 Feminism, Philosophy and Education. Imagining Public Spaces. (Maxine Greene and Morwenna Griffiths)Part II: Politics and Education5 Liberalism and Communitarianism. (Eamonn Callan and John White)6 Democratic Citizenship. (Penny Enslin and Patricia White)7 Education and the Market. (David Bridges and Ruth Jonathan)8 Multicultural Education. (Pradheep Dillon and J. Mark Halstead)Part III. Philosophy as Education9 The Activity of Philosophy and the Practice of Education. (Padraig Hogan and Richard Smith)10 Critical Thinking. (Sharon Bailin and Harvey Siegel)11 Practical Reason. (Joseph Dunne and Shirley Pendlebury)Part IV: Teaching and Curriculum12 Higher Education and the University. (Ronald Barnett and Paul Standish)13 Information and Communication Technology. (David Blacker and Jane McKie)14 Epistemology and Curriculum. (Andrew Davies and Kevin Williams)15 Vocational Education and Training. (Paul Hager and Terry Hyland)16 Progressivism. (John Darling and Sven Erik Nordenbo)Part V: Ethics and Upbringing17 Parents and Children. (Paul Smeyers and Colin Wringe)18 Autonomy and Authenticity in Education. (Michael Bonnett and Stefaan Cuypers)19 Changing Notions of the Moral and of Moral Education. (Nel Noddings and Michael Slote)20 Education in Religion and Spirituality. (Hanan Alexander and Terence H. McLaughlin)References.Index.
This essay begins by clarifying the notion of what Stanley Cavell has called "Emersonian moral pe... more This essay begins by clarifying the notion of what Stanley Cavell has called "Emersonian moral perfectionism". It goes on to explore this through close analysis of aspects of Emerson's essay "Experience", in which ideas of trying or attempting or experimenting bring out the intimate relation between perfectionism and styles of writing. "Where do we find ourselves?" Emerson asks, and the answer is to be found in part in what we write and what we say, injecting a new sense of possibility and responsibility into our relation to our words. But that language and the lives that go with it are at the same time burdened with a past, and in the case of English, and the American context especially, it is marked with a kind of repression relating to questions of slavery and race. These matters are implicated in questions of constitution, in both general and specific senses. Hence, inheritance and appropriation become causes of critical sensitivity, as do the forms of praise acknowledgement that should meet them. The essay explores ways of thinking through Emerson's relation to these aspects of experience and seeks to find responses pertinent to today.
This article explores aspects of eros in education in relation to ideas of indirectness associate... more This article explores aspects of eros in education in relation to ideas of indirectness associated with the French concept of pudeur, sometimes translated as ‘modesty’. It explores lines of thought extending through Emerson and Nietzsche but reaching back to Plato's Symposium. This is a means of exposing the ‘impudence’ of some aspects of contemporary education and of pointing towards a conception of eros that is otherwise obscured.
Notes on Contributors.Foreword. (Paul Hirst)Introduction. (Nigel Blake, Paul Smeyers, Richard Smi... more Notes on Contributors.Foreword. (Paul Hirst)Introduction. (Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish)Part I: Social and Cultural Theories1 Pragmatism and Education. (Jim Garrison and Alven Neiman)2 Critical Theory and Critical Pedagogy. (Nigel Black and Jan Masschelein)3 Postmodernism/Post-structuralism. (Michael Peters and Kenneth Wain)4 Feminism, Philosophy and Education. Imagining Public Spaces. (Maxine Greene and Morwenna Griffiths)Part II: Politics and Education5 Liberalism and Communitarianism. (Eamonn Callan and John White)6 Democratic Citizenship. (Penny Enslin and Patricia White)7 Education and the Market. (David Bridges and Ruth Jonathan)8 Multicultural Education. (Pradheep Dillon and J. Mark Halstead)Part III. Philosophy as Education9 The Activity of Philosophy and the Practice of Education. (Padraig Hogan and Richard Smith)10 Critical Thinking. (Sharon Bailin and Harvey Siegel)11 Practical Reason. (Joseph Dunne and Shirley Pendlebury)Part IV: Teaching and Curriculum12 Higher Education and the University. (Ronald Barnett and Paul Standish)13 Information and Communication Technology. (David Blacker and Jane McKie)14 Epistemology and Curriculum. (Andrew Davies and Kevin Williams)15 Vocational Education and Training. (Paul Hager and Terry Hyland)16 Progressivism. (John Darling and Sven Erik Nordenbo)Part V: Ethics and Upbringing17 Parents and Children. (Paul Smeyers and Colin Wringe)18 Autonomy and Authenticity in Education. (Michael Bonnett and Stefaan Cuypers)19 Changing Notions of the Moral and of Moral Education. (Nel Noddings and Michael Slote)20 Education in Religion and Spirituality. (Hanan Alexander and Terence H. McLaughlin)References.Index.
This essay begins by clarifying the notion of what Stanley Cavell has called "Emersonian moral pe... more This essay begins by clarifying the notion of what Stanley Cavell has called "Emersonian moral perfectionism". It goes on to explore this through close analysis of aspects of Emerson's essay "Experience", in which ideas of trying or attempting or experimenting bring out the intimate relation between perfectionism and styles of writing. "Where do we find ourselves?" Emerson asks, and the answer is to be found in part in what we write and what we say, injecting a new sense of possibility and responsibility into our relation to our words. But that language and the lives that go with it are at the same time burdened with a past, and in the case of English, and the American context especially, it is marked with a kind of repression relating to questions of slavery and race. These matters are implicated in questions of constitution, in both general and specific senses. Hence, inheritance and appropriation become causes of critical sensitivity, as do the forms of praise acknowledgement that should meet them. The essay explores ways of thinking through Emerson's relation to these aspects of experience and seeks to find responses pertinent to today.
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