Bianca Thoilliez
Biographic Data
| ID | 5397700 |
|---|---|
| NAME | Bianca Thoilliez |
| GIVEN NAMES | Bianca |
| FAMILY NAME | Thoilliez |
| SIGNATURE | THOILLIEZ B |
| AFFILIATIONS | Universidad Autónoma de Madrid |
| ORCID | 0000-0003-2911-5947 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 21 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Cartografías del ‘lobbysmo’ educativo
En la actualidad, han cobrado protagonismo agentes privados no vinculados directamente con el sector educativo, distintos de los tradicionales (sindicatos, entidades religiosas, organismos supranacionales...), que están participando de una manera activa en la construcción de imaginarios sociales estandarizados sobre educación. El objetivo de este trabajo es identificar dichos agentes emergentes y analizar sus estrategias de influencia sobre el pr…
Teaching without guarantees
Post-critical pedagogy
The aim of this article is to contribute to the outlining of the philosophical and epistemological status of post-critical pedagogy in the light of the body of scholarship (both positive and negative) that has, in the last few years, already grown in relation to this theoretical project. The article invites readers to follow its authors on a stroll in ‘Post-Criticalland’. Moreover, the article raises the question of whether post-critique is a new…
Ironic Practices as Pedagogical Tools for Accomplishing Italo Calvino’s Lightness
This essay begins with the premise that Italo Calvino’s Memos serve as a fundamentally educational proposition. Each of his lectures can be regarded as a substantive proposal, encouraging a revaluation of our contemporary world through unconventional forms of knowledge, especially considering the challenges posed by the new millennium. The essay’s central objective is to further the intellectual movement initiated by Calvino, but with a specific …
Education rejected and intergenerational failures
This article interlaces the story 'Comfort' by Alice Munro with Hannah Arendt's understanding of education as intergenerational passing on. Its principal aim is not to criticise Arendt or the fictional character of Lewis but to work with them towards a richer and more complex understanding of what can go wrong in education in general and teaching in particular. For this purpose, the article does not start from a theoretical framework but from the…
Civic education through artifacts
While civic education may not always be explicitly included in school curriculums, it can still be imparted through various non-teaching practices and in different places. In this article, we will delve into three potential educational spaces -memorials, museums, and libraries- that are commonly found in Western democracies. We will explore the significance and scope of each of these spaces and discuss their respective ethical, political, and aes…
Redeeming education after progress
At a time of pedagogical exhaustion, this article wants to imagine ways to redeem education, to spare education from its unaccomplished promises, reinvent and renew its vows, and make it somehow work towards possible futures. But how can this be done when there is no longer the old inherited faith in a direction of history with an end, no ‘telos’ nor faith that educational institutions will inevitably move societies forwards? Is there any ‘after’…
Offline Memos for Online Teaching
This paper is the reflection of the proceedings of a live colloquium held by seven educational researchers in Madrid in August 2021. Point of departure of this colloquium was a shared concern for the ascendance of online teaching as the privileged mode of teaching in higher education. This concern, which had been influenced significantly by our various experiences during the Covid-19 crisis, was recently articulated in an outspokenly affirmative …
“Making Education Possible Again”
In this article, Bianca Thoilliez draws on pragmatist notions of fallibilism and pluralism to develop proposals for possible educational interventions to address the problem of “post‐truth” conditions. Post‐truth, she contends, is not only a political danger for liberal democracies, but it also poses a serious threat of extinction for our educational practices. With the help of some of Bruno Latour's and Danna Haraway's categories, and with the n…
Hope and education beyond critique. Towards pedagogy with a lower case ‘p’
For Rorty, any attempt to articulate a theory of truth as such is of no interest. This implies that although it may be meaningful to differentiate the truths from the falsehoods, it is pointless to say what the property of goodness is in the things we believe are good to do. Rorty points out that our no longer understanding Philosophy – with the capital ‘P’–as the framing of normative notions would make room for a post-philosophical culture where…
Fitting religious life into the life of schools. James and Rorty in conversation
The article investigates which epistemological considerations justify how religious life fits into the school life, and examines the debate on the participation of religiosity in the education system. I do this, first, by addressing the pedagogical implications of the distinction between public and private as maintained by Richard Rorty and, second, by reconsidering the pluralist metaphysics held by William James as an alternative path to underst…
Dewey in Transition
This article aims to study one of the potential contemporary updates of pragmatist philosophy. Specifically, it explores pedagogic possibilities that open up by adding Axel Honneth's studies to the discussion on the ethics of recognition, with the community dimension of education found in John Dewey's philosophy of education. In the spirit of Richard S. Bernstein's understanding of Dewey's radical democracy and from a more clearly educational phi…
The Craft, Practice, and Possibility of Teaching
John Dewey’s Legacy and Spanish Pedagogy
Perhaps one of the most characteristic aspects of Dewey’s career is that the extent and variety of his work, not to mention his own longevity and his restlessly inquisitive personality, pose a problem to any systematic study of his legacy. At the same time, this “problem” represents the hallmark of his work. Furthermore, Dewey’s works and opinions were propagated and spread in many different formats across many different countries, which makes it…
How to Grow up Happy
How to Grow up Happy
Post-critical pedagogy
The aim of this article is to contribute to the outlining of the philosophical and epistemological status of post-critical pedagogy in the light of the body of scholarship (both positive and negative) that has, in the last few years, already grown in relation to this theoretical project. The article invites readers to follow its authors on a stroll in ‘Post-Criticalland’. Moreover, the article raises the question of whether post-critique is a new…
Redeeming education after progress
At a time of pedagogical exhaustion, this article wants to imagine ways to redeem education, to spare education from its unaccomplished promises, reinvent and renew its vows, and make it somehow work towards possible futures. But how can this be done when there is no longer the old inherited faith in a direction of history with an end, no ‘telos’ nor faith that educational institutions will inevitably move societies forwards? Is there any ‘after’…
Dewey in Transition
This article aims to study one of the potential contemporary updates of pragmatist philosophy. Specifically, it explores pedagogic possibilities that open up by adding Axel Honneth's studies to the discussion on the ethics of recognition, with the community dimension of education found in John Dewey's philosophy of education. In the spirit of Richard S. Bernstein's understanding of Dewey's radical democracy and from a more clearly educational phi…
The Craft, Practice, and Possibility of Teaching
How to Grow up Happy
John Dewey’s Legacy and Spanish Pedagogy
Perhaps one of the most characteristic aspects of Dewey’s career is that the extent and variety of his work, not to mention his own longevity and his restlessly inquisitive personality, pose a problem to any systematic study of his legacy. At the same time, this “problem” represents the hallmark of his work. Furthermore, Dewey’s works and opinions were propagated and spread in many different formats across many different countries, which makes it…
Hope and education beyond critique. Towards pedagogy with a lower case ‘p’
For Rorty, any attempt to articulate a theory of truth as such is of no interest. This implies that although it may be meaningful to differentiate the truths from the falsehoods, it is pointless to say what the property of goodness is in the things we believe are good to do. Rorty points out that our no longer understanding Philosophy – with the capital ‘P’–as the framing of normative notions would make room for a post-philosophical culture where…
Fitting religious life into the life of schools. James and Rorty in conversation
The article investigates which epistemological considerations justify how religious life fits into the school life, and examines the debate on the participation of religiosity in the education system. I do this, first, by addressing the pedagogical implications of the distinction between public and private as maintained by Richard Rorty and, second, by reconsidering the pluralist metaphysics held by William James as an alternative path to underst…
Dewey in Transition
This article aims to study one of the potential contemporary updates of pragmatist philosophy. Specifically, it explores pedagogic possibilities that open up by adding Axel Honneth's studies to the discussion on the ethics of recognition, with the community dimension of education found in John Dewey's philosophy of education. In the spirit of Richard S. Bernstein's understanding of Dewey's radical democracy and from a more clearly educational phi…
The Craft, Practice, and Possibility of Teaching
Offline Memos for Online Teaching
This paper is the reflection of the proceedings of a live colloquium held by seven educational researchers in Madrid in August 2021. Point of departure of this colloquium was a shared concern for the ascendance of online teaching as the privileged mode of teaching in higher education. This concern, which had been influenced significantly by our various experiences during the Covid-19 crisis, was recently articulated in an outspokenly affirmative …
“Making Education Possible Again”
In this article, Bianca Thoilliez draws on pragmatist notions of fallibilism and pluralism to develop proposals for possible educational interventions to address the problem of “post‐truth” conditions. Post‐truth, she contends, is not only a political danger for liberal democracies, but it also poses a serious threat of extinction for our educational practices. With the help of some of Bruno Latour's and Danna Haraway's categories, and with the n…
Civic education through artifacts
While civic education may not always be explicitly included in school curriculums, it can still be imparted through various non-teaching practices and in different places. In this article, we will delve into three potential educational spaces -memorials, museums, and libraries- that are commonly found in Western democracies. We will explore the significance and scope of each of these spaces and discuss their respective ethical, political, and aes…
Redeeming education after progress
At a time of pedagogical exhaustion, this article wants to imagine ways to redeem education, to spare education from its unaccomplished promises, reinvent and renew its vows, and make it somehow work towards possible futures. But how can this be done when there is no longer the old inherited faith in a direction of history with an end, no ‘telos’ nor faith that educational institutions will inevitably move societies forwards? Is there any ‘after’…
Post-critical pedagogy
The aim of this article is to contribute to the outlining of the philosophical and epistemological status of post-critical pedagogy in the light of the body of scholarship (both positive and negative) that has, in the last few years, already grown in relation to this theoretical project. The article invites readers to follow its authors on a stroll in ‘Post-Criticalland’. Moreover, the article raises the question of whether post-critique is a new…
Ironic Practices as Pedagogical Tools for Accomplishing Italo Calvino’s Lightness
This essay begins with the premise that Italo Calvino’s Memos serve as a fundamentally educational proposition. Each of his lectures can be regarded as a substantive proposal, encouraging a revaluation of our contemporary world through unconventional forms of knowledge, especially considering the challenges posed by the new millennium. The essay’s central objective is to further the intellectual movement initiated by Calvino, but with a specific …
Education rejected and intergenerational failures
This article interlaces the story 'Comfort' by Alice Munro with Hannah Arendt's understanding of education as intergenerational passing on. Its principal aim is not to criticise Arendt or the fictional character of Lewis but to work with them towards a richer and more complex understanding of what can go wrong in education in general and teaching in particular. For this purpose, the article does not start from a theoretical framework but from the…
Cartografías del ‘lobbysmo’ educativo
En la actualidad, han cobrado protagonismo agentes privados no vinculados directamente con el sector educativo, distintos de los tradicionales (sindicatos, entidades religiosas, organismos supranacionales...), que están participando de una manera activa en la construcción de imaginarios sociales estandarizados sobre educación. El objetivo de este trabajo es identificar dichos agentes emergentes y analizar sus estrategias de influencia sobre el pr…
Teaching without guarantees
Sociology (13 works) · Epistemology (10 works) · Pedagogy (9 works) · Political science (9 works) · Philosophy (8 works) · Philosophy (8 works) · Higher education (7 works) · Law (6 works) · Law (6 works) · Philosophy of education (6 works)