C W Bingham
Biographic Data
| ID | 5144370 |
|---|---|
| NAME | C W Bingham |
| GIVEN NAMES | C W |
| FAMILY NAME | Bingham |
| SIGNATURE | BINGHAM C W |
| AFFILIATIONS | Simon Fraser University |
| ORCID | 0000-0002-9804-0574 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 27 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 3 |
Against Educational Humanism
Response to Caroline Pelletier’s Review of Jacques Rancière
Two Educational Ideas for 2011 and Beyond
Jacques Rancière
1. On Ignorant Schoolmasters, by Jacques Ranciere 2. A New Logic of Emancipation 3. The Figure of the Child in Ranciere and Paulo Freire 4. Inclusion in Question 5. Recognition's Pedagogy 6. Truth and Emancipation 7. Learner, Student, Speaker 8. Conclusion: The World is Not a School Bibliography Index.
Settling no Conflict in the Public Place
This essay offers an educational understanding of truth deriving from the work of Jacques Rancière. Unlike other educational accounts—the traditional, progressive, and critical accounts—of truth that take education as a way of approaching pre‐existing truths (or lack of pre‐existing truths), this essay establishes an account of truth that is intrinsic to education. It uses Rancière's language theory to do so, showing that Rancière's own perspecti…
Under the Name of Method
This paper investigates the philosophical method of Jacques Rancière, with special attention to use of the ‘presumptive tautology’. It distinguishes between the Enlightenment conception of method as universally applicable technique, and the philosophical conception of method as a certain style that has been invented by a certain person. Ultimately, the paper puts the methodology of Rancière’s The Ignorant Schoolmaster under scrutiny
Derrida on teaching
Montaigne, Nietzsche, and the Mnemotechnics of Student Agency
This essay explores the educational implications of the thought of Michel de Montaigne and Friedrich Nietzsche on the subject of memory. It explores the sorts of cultural memory practices that Nietzsche has called ‘mnemotechnics’, that is, the aspects of memory use that allow human beings to live life more fully. Nietzsche and Montaigne's work is explored because their work offers a different, and much more philosophically oriented, perspective o…
The Literary Life of Educational Authority
Journal Article The Literary Life of Educational Authority Get access Charles Bingham Charles Bingham Correspondence: Charles Bingham, 1371 Borthwick Road, North Vancouver, BC, V7K1X9, Canada. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 40, Issue 3, August 2006, Pages 357–369, https://doi.org/10.1111/j.1467-9752.2006.00528.x Published: 08 December 2006
Response to Jon Fennell
Who Are The Philosophers Of Education
The Hermeneutics of Educational Questioning
This article looks at the practice of educational questioning using the philosophical hermeneutics of Hans‐Georg Gadamer. It first looks at questions and statements from a hermeneutic perspective, demonstrating some of the differences and similarities between the two. It then details Gadamer's notion of the ‘true question’, asking whether it is possible for teachers to ask ‘true questions’. Then, it turns to some concrete ways to rethink educatio…
On Paulo Freire's Debt to Psychoanalysis
Schools of Recognition
Schools are places where various cultures and identities must be recognized, yet there has been little research into what it means to recognize another person, identity, or culture. Drawing on the writings of Charles Taylor, Martin Buber, Judith Butler, and Jessica Benjamin, Schools of Recognition provides a rich picture of how recognition is negotiated in education. Using political theory, existentialism, queer theory, and psychoanalysis, Bingha…
Aesthetics and the Paradox of Educational Relation
Journal Article Aesthetics and the Paradox of Educational Relation Get access Charles Bingham, Charles Bingham Search for other works by this author on: Oxford Academic Google Scholar Alexander Sidorkin Alexander Sidorkin Correspondence: Alexander Sidorkin, 550 Education Building, EDFI, Bowling Green State University, Bowling Green, OH 43402, USA E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Schol…
Under the Name of Method
This paper investigates the philosophical method of Jacques Rancière, with special attention to use of the ‘presumptive tautology’. It distinguishes between the Enlightenment conception of method as universally applicable technique, and the philosophical conception of method as a certain style that has been invented by a certain person. Ultimately, the paper puts the methodology of Rancière’s The Ignorant Schoolmaster under scrutiny
The Hermeneutics of Educational Questioning
This article looks at the practice of educational questioning using the philosophical hermeneutics of Hans‐Georg Gadamer. It first looks at questions and statements from a hermeneutic perspective, demonstrating some of the differences and similarities between the two. It then details Gadamer's notion of the ‘true question’, asking whether it is possible for teachers to ask ‘true questions’. Then, it turns to some concrete ways to rethink educatio…
Schools of Recognition
Schools are places where various cultures and identities must be recognized, yet there has been little research into what it means to recognize another person, identity, or culture. Drawing on the writings of Charles Taylor, Martin Buber, Judith Butler, and Jessica Benjamin, Schools of Recognition provides a rich picture of how recognition is negotiated in education. Using political theory, existentialism, queer theory, and psychoanalysis, Bingha…
Derrida on teaching
Aesthetics and the Paradox of Educational Relation
Journal Article Aesthetics and the Paradox of Educational Relation Get access Charles Bingham, Charles Bingham Search for other works by this author on: Oxford Academic Google Scholar Alexander Sidorkin Alexander Sidorkin Correspondence: Alexander Sidorkin, 550 Education Building, EDFI, Bowling Green State University, Bowling Green, OH 43402, USA E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Schol…
Settling no Conflict in the Public Place
This essay offers an educational understanding of truth deriving from the work of Jacques Rancière. Unlike other educational accounts—the traditional, progressive, and critical accounts—of truth that take education as a way of approaching pre‐existing truths (or lack of pre‐existing truths), this essay establishes an account of truth that is intrinsic to education. It uses Rancière's language theory to do so, showing that Rancière's own perspecti…
Montaigne, Nietzsche, and the Mnemotechnics of Student Agency
This essay explores the educational implications of the thought of Michel de Montaigne and Friedrich Nietzsche on the subject of memory. It explores the sorts of cultural memory practices that Nietzsche has called ‘mnemotechnics’, that is, the aspects of memory use that allow human beings to live life more fully. Nietzsche and Montaigne's work is explored because their work offers a different, and much more philosophically oriented, perspective o…
Who Are The Philosophers Of Education
On Paulo Freire's Debt to Psychoanalysis
Against Educational Humanism
Aesthetics and the Paradox of Educational Relation
Journal Article Aesthetics and the Paradox of Educational Relation Get access Charles Bingham, Charles Bingham Search for other works by this author on: Oxford Academic Google Scholar Alexander Sidorkin Alexander Sidorkin Correspondence: Alexander Sidorkin, 550 Education Building, EDFI, Bowling Green State University, Bowling Green, OH 43402, USA E-mail: [email protected] Search for other works by this author on: Oxford Academic Google Schol…
Schools of Recognition
Schools are places where various cultures and identities must be recognized, yet there has been little research into what it means to recognize another person, identity, or culture. Drawing on the writings of Charles Taylor, Martin Buber, Judith Butler, and Jessica Benjamin, Schools of Recognition provides a rich picture of how recognition is negotiated in education. Using political theory, existentialism, queer theory, and psychoanalysis, Bingha…
On Paulo Freire's Debt to Psychoanalysis
Response to Jon Fennell
Who Are The Philosophers Of Education
The Hermeneutics of Educational Questioning
This article looks at the practice of educational questioning using the philosophical hermeneutics of Hans‐Georg Gadamer. It first looks at questions and statements from a hermeneutic perspective, demonstrating some of the differences and similarities between the two. It then details Gadamer's notion of the ‘true question’, asking whether it is possible for teachers to ask ‘true questions’. Then, it turns to some concrete ways to rethink educatio…
The Literary Life of Educational Authority
Journal Article The Literary Life of Educational Authority Get access Charles Bingham Charles Bingham Correspondence: Charles Bingham, 1371 Borthwick Road, North Vancouver, BC, V7K1X9, Canada. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 40, Issue 3, August 2006, Pages 357–369, https://doi.org/10.1111/j.1467-9752.2006.00528.x Published: 08 December 2006
Derrida on teaching
Montaigne, Nietzsche, and the Mnemotechnics of Student Agency
This essay explores the educational implications of the thought of Michel de Montaigne and Friedrich Nietzsche on the subject of memory. It explores the sorts of cultural memory practices that Nietzsche has called ‘mnemotechnics’, that is, the aspects of memory use that allow human beings to live life more fully. Nietzsche and Montaigne's work is explored because their work offers a different, and much more philosophically oriented, perspective o…
Under the Name of Method
This paper investigates the philosophical method of Jacques Rancière, with special attention to use of the ‘presumptive tautology’. It distinguishes between the Enlightenment conception of method as universally applicable technique, and the philosophical conception of method as a certain style that has been invented by a certain person. Ultimately, the paper puts the methodology of Rancière’s The Ignorant Schoolmaster under scrutiny
Jacques Rancière
1. On Ignorant Schoolmasters, by Jacques Ranciere 2. A New Logic of Emancipation 3. The Figure of the Child in Ranciere and Paulo Freire 4. Inclusion in Question 5. Recognition's Pedagogy 6. Truth and Emancipation 7. Learner, Student, Speaker 8. Conclusion: The World is Not a School Bibliography Index.
Settling no Conflict in the Public Place
This essay offers an educational understanding of truth deriving from the work of Jacques Rancière. Unlike other educational accounts—the traditional, progressive, and critical accounts—of truth that take education as a way of approaching pre‐existing truths (or lack of pre‐existing truths), this essay establishes an account of truth that is intrinsic to education. It uses Rancière's language theory to do so, showing that Rancière's own perspecti…
Two Educational Ideas for 2011 and Beyond
Response to Caroline Pelletier’s Review of Jacques Rancière
Against Educational Humanism
Sociology (15 works) · Law (13 works) · Philosophy (13 works) · Epistemology (12 works) · Political science (11 works) · Law (10 works) · Philosophy (10 works) · Higher education (9 works) · Philosophy of education (9 works) · Computer Science (7 works)