Kai Wortmann
Biographic Data
| ID | 5397701 |
|---|---|
| NAME | Kai Wortmann |
| GIVEN NAMES | Kai |
| FAMILY NAME | Wortmann |
| SIGNATURE | WORTMANN K |
| AFFILIATIONS | University of Tübingen |
| ORCID | 0000-0003-2230-9538 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
An den Grenzen der Kritik
Kritik stößt an ihre Grenzen: Sie ist in den Sozialwissenschaften weit verbreitet, aber vorhersehbar und kraftlos geworden. Diese Studie erkundet post-kritische Alternativen, ohne die Errungenschaften Kritischer Theorien aufzugeben. Aufbauend auf pragmatistischen und poststrukturalistischen Theorieangeboten entfaltet das Buch ein perspektivenreiches Plädoyer für Relationalität, Symmetrie und Affirmation. Es lädt dazu ein, pädagogische Phänomene n…
Utopias and science fictions in educational theory and philosophy
In this introduction to the special issue on “Utopias and Science Fictions in Education Theory and Philosophy”, we explore the points of departure that brought these contributions together, including our Summer School in the coastal town of Gdynia (generously supported by PESGB and the European Solidarity Centre in Gdansk) where participants were given the opportunity to enact in real time utopian and speculative modes of thinking and writing on …
Post-criticality and the pursuit of an empirical philosophy of education
This article examines the relevance of post-criticality as a research stance across various traditions in educational research. After problematizing the dominance of critical approaches centred on deconstruction and denunciation, the authors advocate instead for an empirical philosophy of education. This article sets the stage for a suite of articles, published in this issue, which explore affirmative, engaged methodologies that prioritize proxim…
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…
In Which Sense, If Any, Is Educational Theory ‘Political’? A Pragmatist Perspective
This paper tackles the question of in which sense, if any, educational theory should be considered as ‘political’. From a pragmatist perspective it evaluates three meanings of the term: first, the political as an exception, such as Rancière’s interruption of the existing order, and second, the political as something that is always already given, such as in Derrida’s concept of iteration. Third, the paper turns towards Rorty’s plea for understandi…
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 …
Post-critical pedagogy as poetic practice
Currently, the repetition of a critical way of speaking results in a stagnating tendency in educational debates. This had led to the endeavour of developing a ‘post-critical pedagogy’. This paper employs Rortyan and Latourian language in order to tackle the question of how such a post-critical pedagogy should deal with critique. It argues that if one takes critique as what Latour calls a debunking activity, then post-critical pedagogy should leav…
No prominent works on this page.
Post-critical pedagogy as poetic practice
Currently, the repetition of a critical way of speaking results in a stagnating tendency in educational debates. This had led to the endeavour of developing a ‘post-critical pedagogy’. This paper employs Rortyan and Latourian language in order to tackle the question of how such a post-critical pedagogy should deal with critique. It argues that if one takes critique as what Latour calls a debunking activity, then post-critical pedagogy should leav…
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 …
In Which Sense, If Any, Is Educational Theory ‘Political’? A Pragmatist Perspective
This paper tackles the question of in which sense, if any, educational theory should be considered as ‘political’. From a pragmatist perspective it evaluates three meanings of the term: first, the political as an exception, such as Rancière’s interruption of the existing order, and second, the political as something that is always already given, such as in Derrida’s concept of iteration. Third, the paper turns towards Rorty’s plea for understandi…
Post-criticality and the pursuit of an empirical philosophy of education
This article examines the relevance of post-criticality as a research stance across various traditions in educational research. After problematizing the dominance of critical approaches centred on deconstruction and denunciation, the authors advocate instead for an empirical philosophy of education. This article sets the stage for a suite of articles, published in this issue, which explore affirmative, engaged methodologies that prioritize proxim…
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…
An den Grenzen der Kritik
Kritik stößt an ihre Grenzen: Sie ist in den Sozialwissenschaften weit verbreitet, aber vorhersehbar und kraftlos geworden. Diese Studie erkundet post-kritische Alternativen, ohne die Errungenschaften Kritischer Theorien aufzugeben. Aufbauend auf pragmatistischen und poststrukturalistischen Theorieangeboten entfaltet das Buch ein perspektivenreiches Plädoyer für Relationalität, Symmetrie und Affirmation. Es lädt dazu ein, pädagogische Phänomene n…
Utopias and science fictions in educational theory and philosophy
In this introduction to the special issue on “Utopias and Science Fictions in Education Theory and Philosophy”, we explore the points of departure that brought these contributions together, including our Summer School in the coastal town of Gdynia (generously supported by PESGB and the European Solidarity Centre in Gdansk) where participants were given the opportunity to enact in real time utopian and speculative modes of thinking and writing on …
Sociology (5 works) · Epistemology (4 works) · Political science (4 works) · Philosophy (3 works) · Philosophy (3 works) · Psychology (3 works) · Computer Science (2 works) · Critical and Liberation Pedagogy (2 works) · Higher education (2 works) · Law (2 works)