Şevket Benhür Oral
Biographic Data
| ID | 5397996 |
|---|---|
| NAME | Şevket Benhür Oral |
| GIVEN NAMES | Şevket Benhür |
| FAMILY NAME | Oral |
| SIGNATURE | ORAL Ş B |
| AFFILIATIONS | Vytautas Magnus University |
| ORCID | 0000-0002-2503-9249 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Existential Intelligence, Peim’s Critique of Pure Education, and Tanabe’s Metanoetics
This paper explores the meaning of existential intelligence by critically engaging with Nick Peim’s critique of “pure education.” Peim’s work challenges the ontotheological status of education as an unquestioned good, exposing its complicity in bureaucratic control, instrumental rationality, and the ecological devastations of the Anthropocene. Drawing on this critique, the paper reflects on the limitations of prevailing ethical and conceptual fra…
Can we imagine a new telos for democracy in a non-teleological world
Many political and economic forces are driven by the desire to eliminate democratic plurality in today's political juncture. Democratic republicanism itself in its contemporary forms has failed to address many of the daunting moral, political, economic, social, technological, and ecological challenges we face today. It is argued that to fulfill its essence of egalitarian freedom and social justice, democratic republicanism must first decouple fro…
The Fantastic school: Catherine Malabou and an ontological basis in defence of the school
In their defence of the school Jan Masschelein and Maarten Simons define it as a source of ‘free time.’ Drawing on Catherine Malabou's compelling reading of Heidegger in her The Heidegger Change, I aim to provide a strong ontological justification for the claims made on behalf of the school concerning free time, common goods, and renewing (changing) the world: the school provides free time; it transforms knowledge and skills into common goods; an…
Philosophy of education in a new key: Education for justice now
Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (rea
What does it mean to be a ‘subject’? Malabou’s plasticity and going beyond the question of the inhuman, posthuman, and nonhuman
What it means to be human is inherently incomplete or in a state of permanent mutability. This is excellent for it opens the way to the questions of the inhuman, posthuman, and nonhuman to take center stage in the analysis of what it means to be a subject, which is a core question for education. The question of the inhuman at the core of the human is brought into focus in the work of the Slovenian School of Psychoanalysis, whose central Lacanian …
Subject and justice: Žižek and Tiantai Buddhism
Subject and justice: Žižek and Tiantai Buddhism." Educational Philosophy and Theory, 50(14), pp. 1374–1375
Weird Reality, Aesthetics, and Vitality in Education
Thinking Meillassoux’s Factiality: A pedagogical movement against ossification of bodymind
This article is about a pedagogical movement I discern in Quentin Meillassoux’s ontology. The goal of the essay is to introduce his approach to reality in outline form and offer it as a possible route to conceptualize education as the practice of keeping the bodymind attentive and agile against its unsound ossification by way of providing a unified heightened sense of meaning, that is, consummatory experience, in a radically open and contingent w…
Liberating Facts: Harman’s Objects and Wilber’s Holons
Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme
What is Wrong with Using Textbooks in Education
In this article, it is argued that the inordinate amount of time and attention given to the use of textbooks in education inadvertently leads to deadening miseducative experiences and creates a learning environment where what Dewey calls 'consummatory experience' is thwarted. In order to unpack this thesis, Dewey's pragmatist aesthetics is engaged, and in particular, his concept of consummatory experience is defined and its temporal nature is elu…
Philosophy of education in a new key: Education for justice now
Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (rea
What does it mean to be a ‘subject’? Malabou’s plasticity and going beyond the question of the inhuman, posthuman, and nonhuman
What it means to be human is inherently incomplete or in a state of permanent mutability. This is excellent for it opens the way to the questions of the inhuman, posthuman, and nonhuman to take center stage in the analysis of what it means to be a subject, which is a core question for education. The question of the inhuman at the core of the human is brought into focus in the work of the Slovenian School of Psychoanalysis, whose central Lacanian …
The Fantastic school: Catherine Malabou and an ontological basis in defence of the school
In their defence of the school Jan Masschelein and Maarten Simons define it as a source of ‘free time.’ Drawing on Catherine Malabou's compelling reading of Heidegger in her The Heidegger Change, I aim to provide a strong ontological justification for the claims made on behalf of the school concerning free time, common goods, and renewing (changing) the world: the school provides free time; it transforms knowledge and skills into common goods; an…
Liberating Facts: Harman’s Objects and Wilber’s Holons
What is Wrong with Using Textbooks in Education
In this article, it is argued that the inordinate amount of time and attention given to the use of textbooks in education inadvertently leads to deadening miseducative experiences and creates a learning environment where what Dewey calls 'consummatory experience' is thwarted. In order to unpack this thesis, Dewey's pragmatist aesthetics is engaged, and in particular, his concept of consummatory experience is defined and its temporal nature is elu…
Can Deweyan Pragmatist Aesthetics Provide a Robust Framework for the Philosophy for Children Programme
Liberating Facts: Harman’s Objects and Wilber’s Holons
Weird Reality, Aesthetics, and Vitality in Education
Thinking Meillassoux’s Factiality: A pedagogical movement against ossification of bodymind
This article is about a pedagogical movement I discern in Quentin Meillassoux’s ontology. The goal of the essay is to introduce his approach to reality in outline form and offer it as a possible route to conceptualize education as the practice of keeping the bodymind attentive and agile against its unsound ossification by way of providing a unified heightened sense of meaning, that is, consummatory experience, in a radically open and contingent w…
Subject and justice: Žižek and Tiantai Buddhism
Subject and justice: Žižek and Tiantai Buddhism." Educational Philosophy and Theory, 50(14), pp. 1374–1375
Philosophy of education in a new key: Education for justice now
Marianna Papastephanou University of Cyprus Since Plato’s allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (rea
What does it mean to be a ‘subject’? Malabou’s plasticity and going beyond the question of the inhuman, posthuman, and nonhuman
What it means to be human is inherently incomplete or in a state of permanent mutability. This is excellent for it opens the way to the questions of the inhuman, posthuman, and nonhuman to take center stage in the analysis of what it means to be a subject, which is a core question for education. The question of the inhuman at the core of the human is brought into focus in the work of the Slovenian School of Psychoanalysis, whose central Lacanian …
The Fantastic school: Catherine Malabou and an ontological basis in defence of the school
In their defence of the school Jan Masschelein and Maarten Simons define it as a source of ‘free time.’ Drawing on Catherine Malabou's compelling reading of Heidegger in her The Heidegger Change, I aim to provide a strong ontological justification for the claims made on behalf of the school concerning free time, common goods, and renewing (changing) the world: the school provides free time; it transforms knowledge and skills into common goods; an…
Can we imagine a new telos for democracy in a non-teleological world
Many political and economic forces are driven by the desire to eliminate democratic plurality in today's political juncture. Democratic republicanism itself in its contemporary forms has failed to address many of the daunting moral, political, economic, social, technological, and ecological challenges we face today. It is argued that to fulfill its essence of egalitarian freedom and social justice, democratic republicanism must first decouple fro…
Existential Intelligence, Peim’s Critique of Pure Education, and Tanabe’s Metanoetics
This paper explores the meaning of existential intelligence by critically engaging with Nick Peim’s critique of “pure education.” Peim’s work challenges the ontotheological status of education as an unquestioned good, exposing its complicity in bureaucratic control, instrumental rationality, and the ecological devastations of the Anthropocene. Drawing on this critique, the paper reflects on the limitations of prevailing ethical and conceptual fra…
Epistemology (10 works) · Philosophy (10 works) · Philosophy (10 works) · Sociology (9 works) · Law (8 works) · Law (8 works) · Political science (8 works) · Philosophy of education (7 works) · Higher education (6 works) · Aesthetics (4 works)