Vasco d’Agnese
Biographic Data
| ID | 5397693 |
|---|---|
| NAME | Vasco d’Agnese |
| GIVEN NAMES | Vasco |
| FAMILY NAME | d’Agnese |
| SIGNATURE | D’AGNESE V |
| AFFILIATIONS | University of Campania "Luigi Vanvitelli" |
| ORCID | 0000-0002-4272-0351 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Being-in-TikTok
Educating by slogans
Over the last couple of decades, the neoliberal educational agenda has affected educational practices and schooling purposes worldwide. As a result, all of the features of education have been profoundly affected by such a shift. While there has been work done on what neoliberal mindset is and how and why it affects all levels of educational policies, less has been said about the language of educational neoliberalism, its penetration and its—probl…
Fear, Angst, and the “Startling Unexpected”. Three Figures of Teaching During the Covid-19 Pandemic
In this paper, I focus on teachers’ lived experiences during the COVID-19 outbreak. Specifically, I explore the emotional impact the abrupt shift to online teaching had on teachers’ work and life throughout the various phases of the lockdown. I develop my argument by analyzing teachers’ everyday work, using a qualitative approach, and constructing a small-scale empirical study. Philosophically, my attempt is phenomenologically developed and is fr…
Action, Freedom, and Education
In the mid‐2000s, large numbers of refugees from North Africa and the Middle East sought to reach Europe to escape persecution, war, and famine. Images of children, women, and men in inhumane conditions attempting to reach the mainland began to circulate worldwide. This phenomenon culminated in 2015 with the worst immigration crisis in Europe since the end of World War II. In this study, Vasco d'Agnese draws on Hannah Arendt's work to demonstrate…
Courage, Uncertainty and Imagination in Deweyan Work
In my paper, I attempt to accomplish a twofold task: first, to argue that in order to understand important features of Deweyan work, a thorough analysis of the roles that uncertainty, courage and imagination play in Deweyan thought is required. Second, based on such an analysis, I try to show that such features are essential for education to happen. Moreover, courage, imagination and uncertainty taken together work to frame an understanding of ed…
Not-being-at-home’
Dwelling in the not-yet. Education as embodied paradox
Dwelling in the not-yet. Education as embodied paradox." Educational Philosophy and Theory, 50(14), pp. 1500–1501
Openness, newness and radical possibility in Deweyan work
In his article Potentialism and the experience of the new, Jasinski argues for the use of a potentialist approach in education by relating it to a line of thought that starts with Dewey and is fulfilled by Agamben and Lewis. Although the reading that Jasinski offers on potentialism is interesting, his understanding of Dewey is problematic. In this paper, I argue that much of what Jasinski claims as worthy of pursuit in education is already contai…
The Eclipse of Imagination Within Educational ‘Official’ Framework and Why It Should be Returned to Educational Discourse
Facing paradox everyday
In this paper, I wish to offer insight into the role of paradox in teaching. I will do so by analyzing teachers’ everyday work, taking a qualitative approach and constructing a small-scale empirical study. Philosophically, my attempt is framed by Heidegger’s thought. Drawing from research data, I argue the following: (a) paradoxes and dilemmas are the very basis of teaching, and a teacher cannot see paradoxes and dilemmas if she/he has already ma…
Narrowing Down Education
At least since the Lisbon Memorandum on Lifelong Learning, European education has been increasingly framed in terms of a neoliberal rallying cry. Such a gesture has widely affected education and schooling in Europe and has pushed educational institutions and processes towards a significant transformation. Such a transformation – and this is my point – is anything but benign: it implies a lack of invaluable educational features such as critical ag…
The Essential Uncertainty of Thinking
Journal Article The Essential Uncertainty of Thinking: Education and Subject in John Dewey Get access Vasco D'agnese Vasco D'agnese Correspondence: Vasco d'Agnese, Second University of Naples, Department of Psychology, viale Ellittico 31, 81100, Caserta, Italy. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 51, Issue 1, February 2017, Pages 73–88, …
Undergoing, Mystery, and Half-Knowledge
Chasing Heideggerian circles
Over the last couple of decades, Heideggerian philosophy has become an important resource for educationalists. A growing body of literature has demonstrated its educational potential, thus illumining pivotal educational features and phenomena. Whereas my research is situated in the critical space opened by this literature, I adopt a slightly different perspective: in this paper, I discuss what we may refer to as the thoroughly educational nature …
And they lived happily ever after’
Is von Glasersfeld's constructivism actually radical? In this article, I respond to this question by analyzing von Glasersfeld's main works. I argue that the essential theoretical move of radical constructivism – namely the assertion that reality is the construction of a human mind that only responds to the subjective perception of ‘what fits’ – results in a conservative vision of reality, knowledge, and education. To the extent that the friction…
Pisa’s colonialism
This article provides a critical analysis of the OECD’s Programme for International Student Assessment (PISA) based on an examination of the OECD’s public documents, including publications, webpages, and videos. Based on this analysis, I argue that PISA is not an assessment tool but rather an all-encompassing framework that intends to govern education and schooling worldwide. PISA, de facto, allows a monopoly on the right to establish who is well…
Intentionality and Thinking as ‘Hearing’. A Response to Biesta’s Agenda
In his 2012 article Philosophy of Education for the Public Good: Five Challenges and an Agenda, Gert Biesta identifies five substantial issues about the future of education and the work required to address these issues. This article employs a Heideggerian reading of education to evaluate ‘Biesta’s truth’. I argue that Biesta’s point of view (a) underestimates knowledge’s predominance and relativism; (b) frames intentionality in pre-Heideggerian t…
The Inner (and Unavoidable?) Violence of Reason
Since Plato, Western thought has framed knowing as a method within ‘some realm of what is’ and a predetermined ‘sphere of objects’. The roots and the consequences of this stance towards reason and truth were noted by Heidegger, who equates the history of Western thought with the history of metaphysics. Since Plato, truth has relied on definition, hierarchy and mastery. Discourse on the truth begins to be discourse on the limits of things and, thu…
The Essential Uncertainty of Thinking
Journal Article The Essential Uncertainty of Thinking: Education and Subject in John Dewey Get access Vasco D'agnese Vasco D'agnese Correspondence: Vasco d'Agnese, Second University of Naples, Department of Psychology, viale Ellittico 31, 81100, Caserta, Italy. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 51, Issue 1, February 2017, Pages 73–88, …
The Inner (and Unavoidable?) Violence of Reason
Since Plato, Western thought has framed knowing as a method within ‘some realm of what is’ and a predetermined ‘sphere of objects’. The roots and the consequences of this stance towards reason and truth were noted by Heidegger, who equates the history of Western thought with the history of metaphysics. Since Plato, truth has relied on definition, hierarchy and mastery. Discourse on the truth begins to be discourse on the limits of things and, thu…
Courage, Uncertainty and Imagination in Deweyan Work
In my paper, I attempt to accomplish a twofold task: first, to argue that in order to understand important features of Deweyan work, a thorough analysis of the roles that uncertainty, courage and imagination play in Deweyan thought is required. Second, based on such an analysis, I try to show that such features are essential for education to happen. Moreover, courage, imagination and uncertainty taken together work to frame an understanding of ed…
Undergoing, Mystery, and Half-Knowledge
Fear, Angst, and the “Startling Unexpected”. Three Figures of Teaching During the Covid-19 Pandemic
In this paper, I focus on teachers’ lived experiences during the COVID-19 outbreak. Specifically, I explore the emotional impact the abrupt shift to online teaching had on teachers’ work and life throughout the various phases of the lockdown. I develop my argument by analyzing teachers’ everyday work, using a qualitative approach, and constructing a small-scale empirical study. Philosophically, my attempt is phenomenologically developed and is fr…
Chasing Heideggerian circles
Over the last couple of decades, Heideggerian philosophy has become an important resource for educationalists. A growing body of literature has demonstrated its educational potential, thus illumining pivotal educational features and phenomena. Whereas my research is situated in the critical space opened by this literature, I adopt a slightly different perspective: in this paper, I discuss what we may refer to as the thoroughly educational nature …
Pisa’s colonialism
This article provides a critical analysis of the OECD’s Programme for International Student Assessment (PISA) based on an examination of the OECD’s public documents, including publications, webpages, and videos. Based on this analysis, I argue that PISA is not an assessment tool but rather an all-encompassing framework that intends to govern education and schooling worldwide. PISA, de facto, allows a monopoly on the right to establish who is well…
The Inner (and Unavoidable?) Violence of Reason
Since Plato, Western thought has framed knowing as a method within ‘some realm of what is’ and a predetermined ‘sphere of objects’. The roots and the consequences of this stance towards reason and truth were noted by Heidegger, who equates the history of Western thought with the history of metaphysics. Since Plato, truth has relied on definition, hierarchy and mastery. Discourse on the truth begins to be discourse on the limits of things and, thu…
And they lived happily ever after’
Is von Glasersfeld's constructivism actually radical? In this article, I respond to this question by analyzing von Glasersfeld's main works. I argue that the essential theoretical move of radical constructivism – namely the assertion that reality is the construction of a human mind that only responds to the subjective perception of ‘what fits’ – results in a conservative vision of reality, knowledge, and education. To the extent that the friction…
Pisa’s colonialism
This article provides a critical analysis of the OECD’s Programme for International Student Assessment (PISA) based on an examination of the OECD’s public documents, including publications, webpages, and videos. Based on this analysis, I argue that PISA is not an assessment tool but rather an all-encompassing framework that intends to govern education and schooling worldwide. PISA, de facto, allows a monopoly on the right to establish who is well…
Intentionality and Thinking as ‘Hearing’. A Response to Biesta’s Agenda
In his 2012 article Philosophy of Education for the Public Good: Five Challenges and an Agenda, Gert Biesta identifies five substantial issues about the future of education and the work required to address these issues. This article employs a Heideggerian reading of education to evaluate ‘Biesta’s truth’. I argue that Biesta’s point of view (a) underestimates knowledge’s predominance and relativism; (b) frames intentionality in pre-Heideggerian t…
Facing paradox everyday
In this paper, I wish to offer insight into the role of paradox in teaching. I will do so by analyzing teachers’ everyday work, taking a qualitative approach and constructing a small-scale empirical study. Philosophically, my attempt is framed by Heidegger’s thought. Drawing from research data, I argue the following: (a) paradoxes and dilemmas are the very basis of teaching, and a teacher cannot see paradoxes and dilemmas if she/he has already ma…
Narrowing Down Education
At least since the Lisbon Memorandum on Lifelong Learning, European education has been increasingly framed in terms of a neoliberal rallying cry. Such a gesture has widely affected education and schooling in Europe and has pushed educational institutions and processes towards a significant transformation. Such a transformation – and this is my point – is anything but benign: it implies a lack of invaluable educational features such as critical ag…
The Essential Uncertainty of Thinking
Journal Article The Essential Uncertainty of Thinking: Education and Subject in John Dewey Get access Vasco D'agnese Vasco D'agnese Correspondence: Vasco d'Agnese, Second University of Naples, Department of Psychology, viale Ellittico 31, 81100, Caserta, Italy. Email: [email protected] Search for other works by this author on: Oxford Academic Google Scholar Journal of Philosophy of Education, Volume 51, Issue 1, February 2017, Pages 73–88, …
Undergoing, Mystery, and Half-Knowledge
Chasing Heideggerian circles
Over the last couple of decades, Heideggerian philosophy has become an important resource for educationalists. A growing body of literature has demonstrated its educational potential, thus illumining pivotal educational features and phenomena. Whereas my research is situated in the critical space opened by this literature, I adopt a slightly different perspective: in this paper, I discuss what we may refer to as the thoroughly educational nature …
Openness, newness and radical possibility in Deweyan work
In his article Potentialism and the experience of the new, Jasinski argues for the use of a potentialist approach in education by relating it to a line of thought that starts with Dewey and is fulfilled by Agamben and Lewis. Although the reading that Jasinski offers on potentialism is interesting, his understanding of Dewey is problematic. In this paper, I argue that much of what Jasinski claims as worthy of pursuit in education is already contai…
The Eclipse of Imagination Within Educational ‘Official’ Framework and Why It Should be Returned to Educational Discourse
Courage, Uncertainty and Imagination in Deweyan Work
In my paper, I attempt to accomplish a twofold task: first, to argue that in order to understand important features of Deweyan work, a thorough analysis of the roles that uncertainty, courage and imagination play in Deweyan thought is required. Second, based on such an analysis, I try to show that such features are essential for education to happen. Moreover, courage, imagination and uncertainty taken together work to frame an understanding of ed…
Not-being-at-home’
Dwelling in the not-yet. Education as embodied paradox
Dwelling in the not-yet. Education as embodied paradox." Educational Philosophy and Theory, 50(14), pp. 1500–1501
Action, Freedom, and Education
In the mid‐2000s, large numbers of refugees from North Africa and the Middle East sought to reach Europe to escape persecution, war, and famine. Images of children, women, and men in inhumane conditions attempting to reach the mainland began to circulate worldwide. This phenomenon culminated in 2015 with the worst immigration crisis in Europe since the end of World War II. In this study, Vasco d'Agnese draws on Hannah Arendt's work to demonstrate…
Educating by slogans
Over the last couple of decades, the neoliberal educational agenda has affected educational practices and schooling purposes worldwide. As a result, all of the features of education have been profoundly affected by such a shift. While there has been work done on what neoliberal mindset is and how and why it affects all levels of educational policies, less has been said about the language of educational neoliberalism, its penetration and its—probl…
Fear, Angst, and the “Startling Unexpected”. Three Figures of Teaching During the Covid-19 Pandemic
In this paper, I focus on teachers’ lived experiences during the COVID-19 outbreak. Specifically, I explore the emotional impact the abrupt shift to online teaching had on teachers’ work and life throughout the various phases of the lockdown. I develop my argument by analyzing teachers’ everyday work, using a qualitative approach, and constructing a small-scale empirical study. Philosophically, my attempt is phenomenologically developed and is fr…
Being-in-TikTok
Sociology (18 works) · Epistemology (17 works) · Law (13 works) · Political science (13 works) · Law (12 works) · Philosophy (12 works) · Philosophy (12 works) · Philosophy, Ethics, and Existentialism (11 works) · Higher education (9 works) · Philosophy of education (8 works)