Jan Masschelein
Datos Biográficos
| ID | 409102 |
|---|---|
| NOMBRE | Jan Masschelein |
| NOMBRES | Jan |
| APELLIDO | Masschelein |
| FIRMA | MASSCHELEIN J |
| AFILIACIONES | KU Leuven |
| ORCID | 0000-0003-2850-1571 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 56 |
| TOTAL DE CITAS | 250 |
| TOTAL COMO AUTOR | 54 |
| TOTAL COMO EDITOR | 2 |
| PRIMER AÑO DE PUBLICACIÓN | 1991 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 10 |
Scholastic Atmospheres
In this article, we approach the old philosophical question about the relatedness of image and reality, language and world, and word and thing from a pedagogical point of view by attending to how teachers work to present the world out there to students in the school classroom. We begin with Mollenhauer's distinction between educational regimes that present the world to the young with very little mediation and his diagnosis of the contemporary Wes…
Don’t take it personally”
Con tiempo. Sobre las formas pedagógicas. Notas para una lección
En esta lección de despedida Jan Masschelein se preocupa y ocupa del empobrecimiento y agotamiento de las formas de vida pedagógica, así como de sus consecuencias. Para ello, aborda primero ciertas formas de vida pedagógica para describir con más detalle su propia naturaleza y potencial. Así, nos explica cómo éstas, en la medida que son instancias concretas de la vida pedagógica, son experiencias que despiertan y animan haciendo hablar al mundo y…
Rejuvenating and regenerating on-campus education. Why particular forms of pedagogical life matter
The pandemic implied an acceleration of the impending devastation of various forms of public pedagogical life attached to the campus, changing the ecology of study and affecting the sense-ability and response-ability of the university as an ‘association for/to study’ (‘universitas studii’). This contribution sketches two developments that play a role in this weakening of pedagogical life: the establishment and expansion of a hyper-modern learning…
The timescape of school tasks
Screens are becoming omnipresent surfaces inside classrooms, namely through the implementation of personal screens at schools. This implementation reconfigures spatiotemporal organization of lesson activities by introducing specific screen mediated tasks that are majorly conducted individually on screens. By adopting the notion of timescape as an analytical lens to investigate the temporal landscape of screen mediated tasks, we turn our attention…
História Educacional Da Caverna
Este ensaio, traduzido do original em inglês "An Educational Cave Story (On Animals That Go to 'School')", explora a metáfora da caverna de Platão sob uma perspectiva educacional contemporânea. Questiona a noção de que a educação consiste em conduzir os alunos da escuridão da ignorância para a luz do conhecimento, argumentando que essa visão simplifica a complexidade da experiência de aprendizagem. Ao invés de uma jornada ascendente, a educação é…
Investigating digital doings through breakdowns
As personal digital devices have become increasingly embedded in schools, what they do tends to silently fall into the background and generally be taken for granted. In order to scrutinize the silent doings of digital devices, this paper explores how attending to breakdowns as a methodological heuristic device can be an insightful entry point to surface and analyze these doings. By conducting a sociomaterial ethnographic study in one Bring Your O…
The agencement of taskification
The proliferation of digital devices in educational settings has contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and from blackboards as spaces of materialization of this knowledge to personal screens. In this new constellation, school practices such as reading, writing and note-taking take new forms. How are these practices reconfigured when centered around mobile d…
Una historia educativa de la caverna
Citas Arendt, H. (2005). Socrates. En: J. Kohn (Ed.), The promise of politics (pp. 5-39). Nueva York: Schocken Books. ———— (2006). The crisis in education (1958). In Between past and future (pp. 170–193). New York: Penguin. Azéma, M. (2011). La Préhistoire du cinéma. Origines paléolithiques de la narration graphique et du cinématographe. París: Editions Errance. Bachelard, G. (1948). La Terre et les Rêveries du repos. París: José Corti. Barberà, …
The adventure of study
The question concerning the relation between thinking and the university is the starting point of this paper. After a very brief outline of some reflections on this topic, the case of Campus in Camps, a Palestinian experimental university, is presented to shed light on this issue. Inspired by Isabelle Stengers' ecology of practices, it is possible to discern four requirements on thinking in the work of Campus in Camps, namely storytelling, compar…
Lessons from the South
Between 1998 and 2011, we coordinated three consecutive research projects in three different provinces of Northern Vietnam. The projects aimed at improving the living conditions of various ethnic minorities in these areas. We focused on poverty alleviation, water management, and nature conservation. In all cases, there was a close collaboration between Vietnamese and Belgian researchers. The participation of the local population was an important …
Reconceptualizing Study in Educational Discourse and Practice
After conflict comes education? Reflections on the representations of emergencies in ‘Education in Emergencies’
Over the last decade, education has been advanced as a new and legitimate core of the humanitarian crisis response. ‘Education in Emergencies’ (EiE) developed into an institutionalised field of humanitarian practice, advocacy, and scholarly work. Identifying how emergency discourses have been critiqued to operate as ‘social imaginaries’, in this paper the ‘emergency imaginary’ as it develops in the particular discursive context of EiE is analysed…
Page, text and screen in the university
In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s…
Das Pädagogische und das Politische
Das Verhältnis des Pädagogischen und des Politischen gehört zu den zentralen topoi in der Geschichte der Erziehungs- und Bildungsphilosophie. Der Band setzt sich mit seiner gegenwärtigen Konfiguration auseinander. In der Antike gilt Erziehung als Grundlage eines funktionierenden Staates, Bildung als Bedingung für seine Regierung. Die neuzeitlichen Bemühungen um die Selbstbestimmung der Pädagogik umfassen ihren Bezug zum Politischen. War in der An…
Education in times of fast learning
Against the background of the many attacks on the school as being outdated, alienating, ineffective and reproducing inequalities we offer a morphological understanding of the school as distinguished from functionalist understandings (sociological or economical perspectives in terms of functions and roles) and idealistic understandings (philosophical ones in terms of ‘ideas of education’). Our educational morphology approaches the school as a part…
Nach Foucault
Kritik der Pädagogik -- Pädagogik Als Kritik
Community forests as heterotopia. The case of the Mu community forest – Ngoc Son – Ngo Luong Nature Reserve, Vietnam
This paper examines issues of culture and power in regard to the Mu sacred forest, Vietnam, a community forest. The research uses Foucault’s notion of ‘heterotopia’ as a heuristic tool to interpret forest management. It appears that the Mu sacred forest can be understood as a space of ‘self reflective construction’, but also a space that might dissolve, destabilize, interrupt and suspend power. The moment of power suspension frees people from the…
Education as Invitation to Speak
As a response to Le Fils, a film directed by the Dardenne brothers (), we explore the idea of speaking as an invitation and juxtapose it against ideas of speaking as a transactional, calculative, calibrated, activity. Speaking tends to be understood as a relatively straightforward matter: as a means of communication structured by such values as the reciprocal balancing of rights and obligations, of clear communication of information, of the gaini…
Living in the presence of others
One of the core characteristics of inclusionary discourses and practices is their emphasis on living in the presence of others. Despite this self-evident character, the question of what is understood by living in the presence of others only sporadically has been the object of critical inquiry. By turning ourselves towards Stengers' conceptual figure of the idiot and the work of a rather unknown French educator Fernand Deligny, we - opposed to wha…
Die Universität als Ort öffentlicher Vorlesung
status: Published
Perform, measure accurately, optimise’
This article takes its point of departure in the current tendency of education policy to become more and more evidence‐based. The use of statistics and numbers seems to be a prerequisite for conducting a policy that is both efficient and effective. The kind of knowledge thus produced is regarded as factual and scientific. This article tries to get a grasp on value‐added modelling, a commonly used method supposed to produce such knowledge. Drawing…
Where are you?’ Cell phones and environmental self-understanding amongst students
Nowadays, the cell phone is omnipresent in our society, certainly amongst youngsters. Its presence, and the possibility to be in constant touch, have some profound consequences on our experience (of our selves, of others and the world) and self-understanding. It is important for educators and scholars in the field of education to understand such consequences and develop an awareness of how students relate to the world they inhabit. Starting from …
Experimentum Scholae
The Learning Society and Governmentality
This paper presents an overview of the elements which characterize a research attitude and approach introduced by Michel Foucault and further developed as ‘studies of governmentality’ into a sub‐discipline of the humanities during the past decade, including also applications in the field of education. The paper recalls Foucault's introduction of the notion of ‘governmentality’ and its relation to the ‘mapping of the present’ and sketches briefly …
Do We (Still) Need the Concept of Bildung
The Learning Society from the Perspective of Governmentality
The Learning Society from the Perspective of Governmentality." Educational Philosophy and Theory, 38(4), p. 415
Participation for Better or for Worse
Journal Article Participation for Better or for Worse? Get access Jan Masschelein, Jan Masschelein Faculteit Psychologie en Pedagogische Wetenschappen, Katholieke Universiteit Leuven, Vesaliusstraat 2, B-3000 Leuven, Belgium Correspondence: Jan Masschelein Faculteit, Psychologie en Pedagogische Wetenschappen, Katholieke Universiteit Leuven, Vesaliusstraat 2, B-3000 Leuven, Belgium. Email: [email protected] Search for other works …
Governmental, Political and Pedagogic Subjectivation
Starting from a Foucaultian perspective, the article draws attention to current developments that neutralise democracy through the ‘governmentalisation of democracy’ and processes of ‘governmental subjectivation’. Here, ideas of Rancière are introduced in order to clarify how democracy takes place through the paradoxical process of ‘political subjectivation’, that is, a disengagement with governmental subjectivation through the verification of on…
Paradox of participation
In this article we address our experiences with a so‐called participatory approach in a Vietnamese‐Belgian water management project. This project aimed, in its social science component, at stimulating and studying processes of reflexive social learning and of participation and negotiation on local water management issues and on project activities. In this article we intend to show how specific project‐related strategies and attempts towards facil…
An Adequate Education in a Globalised World? A Note on Immunisation Against Being–Together
The article starts from the questions: what is it to be an inhabitant or citizen of a globalised world, and how are we to think of education in relation to such inhabitants? We examine more specifically the so–called ‘European area of higher education’ that is on the way to being established and that can be regarded as a concrete example of a process of globalisation. In the first part of the paper we try to show that the discursive horizon, and …
The Discourse of the Learning Society and the Loss of Childhood
Journal Article The Discourse of the Learning Society and the Loss of Childhood Get access Jan Masschelein Jan Masschelein Correspondence: Jan Masschelein, Centrum voor Fundamentele Pedagogiek, University of Leuven, Vesaliusstraat 2, B-300 Leuven, Belgium [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 35, Issue 1, February 2001, Pages 1–20, htt…
Experience and the Limits of Governmentality
Following Foucault, ‘critique’ could be regarded as being the art not to be governed in this way or as a project of desubjectivation. In this paper it is shown how such a project could be described as an e‐ducative practice. It explores this idea through an example which Foucault himself gave of such a critical practice: the writing (and reading) of ‘experience books’. Thus it appears that such an e‐ducative practice is a ‘dangerous’, public and …
How to Conceive of Critical Educational Theory Today
This paper starts from a brief sketch of the ‘classical’ figure of critical educational theory or science (Kritische Erziehungswissenshaft). ‘Critical educational theory’ presents itself as the privileged guardian of the critical principle of education (Bildung) and its emancipatory promise. It involves the possibility of saying ‘I’ in order to speak and think in one's own name, to be critical, self-reflective and independent, to determine depend…
Living in the presence of others
One of the core characteristics of inclusionary discourses and practices is their emphasis on living in the presence of others. Despite this self-evident character, the question of what is understood by living in the presence of others only sporadically has been the object of critical inquiry. By turning ourselves towards Stengers' conceptual figure of the idiot and the work of a rather unknown French educator Fernand Deligny, we - opposed to wha…
The agencement of taskification
The proliferation of digital devices in educational settings has contributed to the decentralization of knowledge from teachers and established textbooks to fluid online personalized resources, and from blackboards as spaces of materialization of this knowledge to personal screens. In this new constellation, school practices such as reading, writing and note-taking take new forms. How are these practices reconfigured when centered around mobile d…
Perform, measure accurately, optimise’
This article takes its point of departure in the current tendency of education policy to become more and more evidence‐based. The use of statistics and numbers seems to be a prerequisite for conducting a policy that is both efficient and effective. The kind of knowledge thus produced is regarded as factual and scientific. This article tries to get a grasp on value‐added modelling, a commonly used method supposed to produce such knowledge. Drawing…
Experimentum Scholae
From Schools to Learning Environments
Schools and classrooms, as well as the work place and the Internet, are considered today as learning environments. People are regarded as learners and the main target of school education has become 'learning' pupils and students how to learn. The roles of teachers and lecturers are redefined as instructors, designers of (powerful) learning environments and facilitators or coaches of learning processes. The aim of this paper is to argue that the c…
The adventure of study
The question concerning the relation between thinking and the university is the starting point of this paper. After a very brief outline of some reflections on this topic, the case of Campus in Camps, a Palestinian experimental university, is presented to shed light on this issue. Inspired by Isabelle Stengers' ecology of practices, it is possible to discern four requirements on thinking in the work of Campus in Camps, namely storytelling, compar…
Nach Foucault – Diskurs- und machtanalytische Perspektiven der Pädagogik
The timescape of school tasks
Screens are becoming omnipresent surfaces inside classrooms, namely through the implementation of personal screens at schools. This implementation reconfigures spatiotemporal organization of lesson activities by introducing specific screen mediated tasks that are majorly conducted individually on screens. By adopting the notion of timescape as an analytical lens to investigate the temporal landscape of screen mediated tasks, we turn our attention…
The Hatred of Public Schooling
This article takes up a text that Rancière published shortly after The Ignorant School Master appeared in French, ‘École, production, égalité’[School, Production, Equality] (1988), in which he sketched the school as being preeminently the place of equality. In this vein, and opposed to the story of the school as the place where inequality is reproduced and therefore in need of reform, the article wants to recount the story of the school as the in…
Reflectivity, Reflection, and Counter-Education
After conflict comes education? Reflections on the representations of emergencies in ‘Education in Emergencies’
Over the last decade, education has been advanced as a new and legitimate core of the humanitarian crisis response. ‘Education in Emergencies’ (EiE) developed into an institutionalised field of humanitarian practice, advocacy, and scholarly work. Identifying how emergency discourses have been critiqued to operate as ‘social imaginaries’, in this paper the ‘emergency imaginary’ as it develops in the particular discursive context of EiE is analysed…
The Ethos of Critical Research and the Idea of a Coming Research Community
Critical educational research offers the researcher a position and an ethos of comfort. Even the declared recognition of the relativity of principles, norms or criteria so characteristic of much critical research does not prevent it from looking immediately for a way out of this uncomfortable situation i.e. to keep to the idea that comfort (for the researcher) is needed and desirable. However, we suggest that this uncomfortable condition is const…
Page, text and screen in the university
In the age of web 2.0, the university is constantly challenged to re-adapt its ‘old-fashioned’ pedagogies to the new possibilities opened up by digital technologies. This article proposes a rethinking of the relation between university and (digital) technologies by focusing not on how technologies function in the university, but on their constituting a meta-condition for the existence of the university pedagogy of inquiry. Following Ivan Illich’s…
Teaching and Knowledge
Do historians (of education) need philosophy? The enlightening potential of a philosophical ethos
Do historians (of education) need philosophy? The paper suggests that historians do not need philosophical doctrine or (meta-)theory, or philosophical method, but that in so far as historians (as Koselleck states) are "writing their own time anew" and are "rewriting the past" (and so enlighten their present), they might find some help in a particular philosophical ethos: an ethos of discomfort or "attentive study". First, how Koselleck describes …
The relevance of Habermas' communicative turn
Individualization, singularization and e-ducation (between indifference and responsibility)
For Education
Book reviewed: Carr, Wilfred, For Education: Towards Critical Educational Inquiry
Can Education Still be Critical
The article investigates how two different conceptions of the edifying potential of education attempt to take into account the normative dimension of scientific knowledge. In the first conception it is the demand for truth that is edifying, whereas in the second concept it is a distinctively ethical demand. It is argued that the first concept in the end implies the subjection of education to the ‘brutality of facticity’, under which it risks losi…
The Discourse of the Learning Society and the Loss of Childhood
Journal Article The Discourse of the Learning Society and the Loss of Childhood Get access Jan Masschelein Jan Masschelein Correspondence: Jan Masschelein, Centrum voor Fundamentele Pedagogiek, University of Leuven, Vesaliusstraat 2, B-300 Leuven, Belgium [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 35, Issue 1, February 2001, Pages 1–20, htt…
Reflectivity, Reflection, and Counter-Education
An Adequate Education in a Globalised World? A Note on Immunisation Against Being–Together
The article starts from the questions: what is it to be an inhabitant or citizen of a globalised world, and how are we to think of education in relation to such inhabitants? We examine more specifically the so–called ‘European area of higher education’ that is on the way to being established and that can be regarded as a concrete example of a process of globalisation. In the first part of the paper we try to show that the discursive horizon, and …
Do We (Still) Need the Concept of Bildung
O aluno e a infância
A partir de alguns textos de Rancière, este artigo procura estabelecer uma diferença entre a pedagogia e o pedagógico. Esta diferença condiciona uma outra, entre o aluno e a infância - pela qual a infância designaria o vácuo que separa o aluno de si mesmo. Esse vácuo é entendido como potência de movimento e como ex-posição - carga de resposta que se põe em marcha. Pode-se, então, definir a pedagogia como uma viagem que leva à des-carga, ao esquec…
Kritik der Pädagogik — Pädagogik als Kritik
Das Werk einschließlich aller seiner
Nach Foucault
Kritik der Pädagogik ― Pädagogik als Kritik
Paradox of participation
In this article we address our experiences with a so‐called participatory approach in a Vietnamese‐Belgian water management project. This project aimed, in its social science component, at stimulating and studying processes of reflexive social learning and of participation and negotiation on local water management issues and on project activities. In this article we intend to show how specific project‐related strategies and attempts towards facil…
How to Conceive of Critical Educational Theory Today
This paper starts from a brief sketch of the ‘classical’ figure of critical educational theory or science (Kritische Erziehungswissenshaft). ‘Critical educational theory’ presents itself as the privileged guardian of the critical principle of education (Bildung) and its emancipatory promise. It involves the possibility of saying ‘I’ in order to speak and think in one's own name, to be critical, self-reflective and independent, to determine depend…
Nach Foucault – Diskurs- und machtanalytische Perspektiven der Pädagogik
Participation for Better or for Worse
Journal Article Participation for Better or for Worse? Get access Jan Masschelein, Jan Masschelein Faculteit Psychologie en Pedagogische Wetenschappen, Katholieke Universiteit Leuven, Vesaliusstraat 2, B-3000 Leuven, Belgium Correspondence: Jan Masschelein Faculteit, Psychologie en Pedagogische Wetenschappen, Katholieke Universiteit Leuven, Vesaliusstraat 2, B-3000 Leuven, Belgium. Email: [email protected] Search for other works …
The Strategy of the Inclusive Education Apparatus
The Ethos of Critical Research and the Idea of a Coming Research Community
Critical educational research offers the researcher a position and an ethos of comfort. Even the declared recognition of the relativity of principles, norms or criteria so characteristic of much critical research does not prevent it from looking immediately for a way out of this uncomfortable situation i.e. to keep to the idea that comfort (for the researcher) is needed and desirable. However, we suggest that this uncomfortable condition is const…
The Learning Society and Governmentality
This paper presents an overview of the elements which characterize a research attitude and approach introduced by Michel Foucault and further developed as ‘studies of governmentality’ into a sub‐discipline of the humanities during the past decade, including also applications in the field of education. The paper recalls Foucault's introduction of the notion of ‘governmentality’ and its relation to the ‘mapping of the present’ and sketches briefly …
The Learning Society from the Perspective of Governmentality
The Learning Society from the Perspective of Governmentality." Educational Philosophy and Theory, 38(4), p. 415
Experience and the Limits of Governmentality
Following Foucault, ‘critique’ could be regarded as being the art not to be governed in this way or as a project of desubjectivation. In this paper it is shown how such a project could be described as an e‐ducative practice. It explores this idea through an example which Foucault himself gave of such a critical practice: the writing (and reading) of ‘experience books’. Thus it appears that such an e‐ducative practice is a ‘dangerous’, public and …
The Governmentalization of Learning and the Assemblage of a Learning Apparatus
A bstract In this essay, Maarten Simons and Jan Masschelein reconsider the concepts “educationalization” and “the grammar of schooling” in the light of the overwhelming importance of “learning” today. Doubting whether these concepts and related historical‐analytical perspectives are still useful, the authors suggest the concept “learning apparatus” as a point of departure for an analysis of the “grammar of learning .” They draw on Michel Foucault…
From Schools to Learning Environments
Schools and classrooms, as well as the work place and the Internet, are considered today as learning environments. People are regarded as learners and the main target of school education has become 'learning' pupils and students how to learn. The roles of teachers and lecturers are redefined as instructors, designers of (powerful) learning environments and facilitators or coaches of learning processes. The aim of this paper is to argue that the c…
Do historians (of education) need philosophy? The enlightening potential of a philosophical ethos
Do historians (of education) need philosophy? The paper suggests that historians do not need philosophical doctrine or (meta-)theory, or philosophical method, but that in so far as historians (as Koselleck states) are "writing their own time anew" and are "rewriting the past" (and so enlighten their present), they might find some help in a particular philosophical ethos: an ethos of discomfort or "attentive study". First, how Koselleck describes …
“The Art of not Being Governed Like That and at That Cost”
Sociology (40 obras) · Philosophy (29 obras) · Epistemology (28 obras) · Political science (26 obras) · Law (21 obras) · Philosophy (19 obras) · Law (18 obras) · Pedagogy (18 obras) · Psychology (15 obras) · Computer Science (12 obras)