Piotr Zamojski
Biographic Data
| ID | 3482566 |
|---|---|
| NAME | Piotr Zamojski |
| GIVEN NAMES | Piotr |
| FAMILY NAME | Zamojski |
| SIGNATURE | ZAMOJSKI P |
| AFFILIATIONS | University of Gdańsk |
| ORCID | 0000-0002-5505-7579 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 43 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 2 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
More than eros
status: Published online
Theorising education from within pedagogical tact
In this article, we try to understand the phenomenon of pedagogical tact as a particular form of power to judge. For this, we rehearse Immanuel Kant's idea of Urteilskraft as it first appears in the Critique of Pure Reason, where it is also rendered in educational terms. However, the power to apply rules works without any rule governing its operations. Similarly, Hannah Arendt, in her work on judging, points to the groundlessness of judging – or …
Building
The aim of this article is to give an example of how an exercise in post-critical educational research might be conceptualized. The example refers to an enquiry into building a public sphere around education in Poland. First, a post-critical approach in educational research is defined with reference to the two dominant perspectives of social research, namely the (neo)positivistic and the critical paradigm. Next, and following insights of Hannah A…
Critique and education under new climatic and digital conditions
status: Published online
Studying with a teacher
The article presents a thought experiment aimed at indicating a possibility for thinking education beyond the logic of progress. In its first part, the argument reconstructs the entanglement of the modern idea of progress (as found in Francis Bacon and Comenius) and education, while tracking down the specific coupling of obedience and conquest at work. In the second part an attempt is made to match this task by suggesting that when studying with …
Conversing with Friends or (Higher) Education Beyond the Logic of Production
In this paper, we will propose an idea of education as conversations between friends on matters of common concern. In a scholarly and pedagogical climate of competition, testing and accountability, there seems to be little room for true pedagogical and scholarly conversation. What we aim to develop here, is a vocabulary that is able to capture some educational experiences that are being repressed in the current educational and academic discourse …
Walter Benjamin and the idea of antifascist education
In this introduction we give a short account of the general idea of the symposium dedicated to the idea of antifascist education. The point of departure of all three contributions is Tyson Lewis’ book ‘Walter Benjamin’s Antifascist Education: From Riddles to Radio (SUNY 2020). We turn attention to the way the idea of antifascist education is understood throughout Lewis’ book, as it avoids the danger of treating fascism as a touchstone for educati…
The art of straying as aesthetic education
Our discussion addresses Benjamin’s antifascist education through the lens of aesthetic education and Herbert Marcuse’s aesthetic theory. While this theme is not explicitly discussed in Lewis’ book, we argue that it is essential for understanding the full political and educational potential of what he calls “the art of straying in the city”. Such straying is aesthetic in a twofold way: it allows for the city to be experienced as a massive work of…
Redefining education and politics
In this contribution to the Special Issue on the instrumentalisation of education, we focus on the relation between politics and education, as today there is a dominant discourse on rendering education subservient to the realisation of political aims. Rather than analysing the many ways in which such instrumentalisation takes place, we propose to develop an ontological account that articulates the basic attitude that a political and an educationa…
Manifiesto por una pedagogía post-crítica (traducción al español)
A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Critical Pedagogy elaborado por los profesores Naomi Hodgson, Joris Vlieghe y Piotr Zamojski. Posteriormente se publicó en 2017 con respuestas de Tyson Lewis, Geert Thyssen, Olga Ververi, Oren Ergas, Norm Friesen y Stefan Ramaekers, a las que se añadieron otras tantas contestaciones de los autores. Los cinco principios propuestos en el Manifiesto son: 1) …
Manifestations of the post-critical
In this introduction we give an account of the reasons for writing the Manifesto for a Post-Critical Pedagogy. These stem from our experiences in the field of educational research, as well as our work with teachers and future teachers, which we felt increasingly reflected the exhaustion of the critical paradigm in the humanities and social sciences, as discussed by Bruno Latour, Jacques Rancière and others. We summarise the main claims of the Man…
Taking Up the Threads
Studying in the Superdiverse City
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 educa…
Education and Ignorance
In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage (Prometheus 26 (4): 335–354, 2008)]. In this light, the notion of a knowledge-based society should be understood as a societ…
Entering the world with notes
In this article we focus on note taking as a practice that is fundamental to (higher) education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself (making her attentive and granting possibilities for self-transformation). Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing tha…
Towards an Ontology of Teaching
Towards an immanent ontology of teaching Leonard Bernstein as a case-study
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…
Out of Love for Some‐Thing
status: Published
Teaching, Otherness, and the Equalising Thing
Manifesto for a Post-Critical Pedagogy
The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better – or ideal – future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality a…
Post-Critique
Manifesto for a Post-Critical Pedagogy
Formulating principles, in philosophy of education at least, seems to hark back to a form of normative, conceptual analy-sis associated with Anglophone, analytic styles of philosophy. But poststructuralist and postmodernist philosophy — at least as they have been taken up in educational theory and in popu-lar thought more generally — often brings with it a relativism, which while potentially inclusive, and certainly constitutive to-day of the pos…
Manifesto for a Post-Critical Pedagogy
Post-Critique
Having read the excellent and thought-provoking responses to our manifesto, we gave a lot of thought to how to respond to and do justice to them. We definitely didn’t want to write separate re-plies for each of them, and we really wanted to keep the conver-sation going between us, the authors of the manifesto, and those who wrote such generous and carefully crafted responses to our text. So, we decided that the three of us would each make some wr…
Backmatter
Manifesto for a Post-Critical Pedagogy
The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better - or ideal - future state: of equality and social justice. In Manifesto for a Post-Critical Pedagogy (Punctum Books, 2017) our concern is not whether such a state can be realized. Rather, the belief in the transformative potential …
Out of Love for Some‐Thing
status: Published
Education and Ignorance
In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage (Prometheus 26 (4): 335–354, 2008)]. In this light, the notion of a knowledge-based society should be understood as a societ…
Teaching, Otherness, and the Equalising Thing
Conversing with Friends or (Higher) Education Beyond the Logic of Production
In this paper, we will propose an idea of education as conversations between friends on matters of common concern. In a scholarly and pedagogical climate of competition, testing and accountability, there seems to be little room for true pedagogical and scholarly conversation. What we aim to develop here, is a vocabulary that is able to capture some educational experiences that are being repressed in the current educational and academic discourse …
The event, the messianic and the affirmation of life. A post-critical perspective on education with Agamben and Badiou
In this article, we read together the work of two philosophers, Alain Badiou and Giorgio Agamben, as profound educational thinkers. This means that their philosophical approaches help us to articulate what is at stake in education today. As a starting point for this discussion we take their work on Saint Paul. This is because, throughout his Letters, Paul has found the appropriate words to think and speak about the fate of our world and about new…
Manifesto for a Post-Critical Pedagogy
The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better – or ideal – future state: of equality and social justice. Our concern is not whether such a state can be realized. Rather, the belief in the transformative potential of education leads us to start from the assumption of equality a…
Post-Critique
Manifesto for a Post-Critical Pedagogy
Formulating principles, in philosophy of education at least, seems to hark back to a form of normative, conceptual analy-sis associated with Anglophone, analytic styles of philosophy. But poststructuralist and postmodernist philosophy — at least as they have been taken up in educational theory and in popu-lar thought more generally — often brings with it a relativism, which while potentially inclusive, and certainly constitutive to-day of the pos…
Manifesto for a Post-Critical Pedagogy
Post-Critique
Having read the excellent and thought-provoking responses to our manifesto, we gave a lot of thought to how to respond to and do justice to them. We definitely didn’t want to write separate re-plies for each of them, and we really wanted to keep the conver-sation going between us, the authors of the manifesto, and those who wrote such generous and carefully crafted responses to our text. So, we decided that the three of us would each make some wr…
Backmatter
After postmodernism
status: Published online
Manifesto for a Post-Critical Pedagogy
The belief in the transformative potential of education has long underpinned critical educational theory. But its concerns have also been largely political and economic, using education as the means to achieve a better - or ideal - future state: of equality and social justice. In Manifesto for a Post-Critical Pedagogy (Punctum Books, 2017) our concern is not whether such a state can be realized. Rather, the belief in the transformative potential …
Towards an Ontology of Teaching
Towards an immanent ontology of teaching Leonard Bernstein as a case-study
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…
Out of Love for Some‐Thing
status: Published
Teaching, Otherness, and the Equalising Thing
Redefining education and politics
In this contribution to the Special Issue on the instrumentalisation of education, we focus on the relation between politics and education, as today there is a dominant discourse on rendering education subservient to the realisation of political aims. Rather than analysing the many ways in which such instrumentalisation takes place, we propose to develop an ontological account that articulates the basic attitude that a political and an educationa…
Manifiesto por una pedagogía post-crítica (traducción al español)
A finales de 2016 se presentó en la Liverpool Hope University el conocido Manifesto for Post-Critical Pedagogy elaborado por los profesores Naomi Hodgson, Joris Vlieghe y Piotr Zamojski. Posteriormente se publicó en 2017 con respuestas de Tyson Lewis, Geert Thyssen, Olga Ververi, Oren Ergas, Norm Friesen y Stefan Ramaekers, a las que se añadieron otras tantas contestaciones de los autores. Los cinco principios propuestos en el Manifiesto son: 1) …
Manifestations of the post-critical
In this introduction we give an account of the reasons for writing the Manifesto for a Post-Critical Pedagogy. These stem from our experiences in the field of educational research, as well as our work with teachers and future teachers, which we felt increasingly reflected the exhaustion of the critical paradigm in the humanities and social sciences, as discussed by Bruno Latour, Jacques Rancière and others. We summarise the main claims of the Man…
Taking Up the Threads
Studying in the Superdiverse City
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 educa…
Education and Ignorance
In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage (Prometheus 26 (4): 335–354, 2008)]. In this light, the notion of a knowledge-based society should be understood as a societ…
Entering the world with notes
In this article we focus on note taking as a practice that is fundamental to (higher) education. We argue that note-taking should not primarily be regarded as a method that supports effective learning, but as formative of the student herself (making her attentive and granting possibilities for self-transformation). Hence it is a practice that has educational meaning in and of itself. It is a pedagogical form in its own right. We go on arguing tha…
Walter Benjamin and the idea of antifascist education
In this introduction we give a short account of the general idea of the symposium dedicated to the idea of antifascist education. The point of departure of all three contributions is Tyson Lewis’ book ‘Walter Benjamin’s Antifascist Education: From Riddles to Radio (SUNY 2020). We turn attention to the way the idea of antifascist education is understood throughout Lewis’ book, as it avoids the danger of treating fascism as a touchstone for educati…
The art of straying as aesthetic education
Our discussion addresses Benjamin’s antifascist education through the lens of aesthetic education and Herbert Marcuse’s aesthetic theory. While this theme is not explicitly discussed in Lewis’ book, we argue that it is essential for understanding the full political and educational potential of what he calls “the art of straying in the city”. Such straying is aesthetic in a twofold way: it allows for the city to be experienced as a massive work of…
Studying with a teacher
The article presents a thought experiment aimed at indicating a possibility for thinking education beyond the logic of progress. In its first part, the argument reconstructs the entanglement of the modern idea of progress (as found in Francis Bacon and Comenius) and education, while tracking down the specific coupling of obedience and conquest at work. In the second part an attempt is made to match this task by suggesting that when studying with …
Conversing with Friends or (Higher) Education Beyond the Logic of Production
In this paper, we will propose an idea of education as conversations between friends on matters of common concern. In a scholarly and pedagogical climate of competition, testing and accountability, there seems to be little room for true pedagogical and scholarly conversation. What we aim to develop here, is a vocabulary that is able to capture some educational experiences that are being repressed in the current educational and academic discourse …
Theorising education from within pedagogical tact
In this article, we try to understand the phenomenon of pedagogical tact as a particular form of power to judge. For this, we rehearse Immanuel Kant's idea of Urteilskraft as it first appears in the Critique of Pure Reason, where it is also rendered in educational terms. However, the power to apply rules works without any rule governing its operations. Similarly, Hannah Arendt, in her work on judging, points to the groundlessness of judging – or …
Sociology (21 works) · Philosophy (18 works) · Epistemology (16 works) · Political science (15 works) · Law (14 works) · Pedagogy (12 works) · Philosophy (12 works) · Philosophy, Ethics, and Existentialism (12 works) · Computer Science (11 works) · Law (10 works)