Tomasz Szkudlarek
Biographic Data
| ID | 5877805 |
|---|---|
| NAME | Tomasz Szkudlarek |
| GIVEN NAMES | Tomasz |
| FAMILY NAME | Szkudlarek |
| SIGNATURE | SZKUDLAREK T |
| AFFILIATIONS | University of Gdańsk |
| ORCID | 0000-0001-9308-7106 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Art, democratic commonality, and the production of knowledges
In this paper, we are juxtaposing the notions of cosmopolitanism and koinopolitanism, to sketch a theoretical perspective in which local productions of knowledge, as a binding force of local communities, can meet more abstract regimes of knowing and more global concerns of democratic elites. We see this issue as politically significant in light of the current problems with democracy which we interpreted as resulting, among other factors, form the…
Heidegger's Hammer
In the context of the ongoing debate on the ontology of education, where instrumentally defined functions and aims are seen as external to what education is and the focus is on defining “the educational,” Tomasz Szkudlarek explores a reverse route in an attempt to see, first, what is “the instrumental” before asking how it operates in education. He assumes that instrumentality may be an ontological phenomenon if we adopt a relational ontology whe…
Education is society … and there is no society
Recent work in education research and policy studies has been critical of the view that sees education as a fix for social problems. This perspective invites a reconsideration of the relationship between education and society that breaks from the long held instrumental assumptions informing most education theory and policy, wherein education is a means to a fully reconciled society. Drawing on Ernesto Laclau’s argument for the impossibility of so…
What and what for? Theorizing ontology and instrumentality of education. Introduction to the Special Issue
In this introductory paper, I am situating the problems addressed in this special issue of Policy Futures in Education not only in relation to the current critique of instrumentality in education, but also against a historical and theoretical background (Rousseau, Herbart and Dewey) where the construction of instrumental apparatuses is related to how education is understood itself. In other words, the question is if, and how instrumentality and o…
Education and Ignorance
In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage (Prometheus 26 (4): 335–354, 2008)]. In this light, the notion of a knowledge-based society should be understood as a societ…
Postulational Rhetoric and Presumptive Tautologies
In the paper I analyze two features of the genre of the pedagogical. First is a particular usage of “should” statements (which I call postulational rhetoric) where one can identify an effect of erasing present normative behavior, while that which is postulated is turned into an unattainable ideal, or a value. Second, I analyze “presumptive tautologies” in the discourse of aims of education. I focus on negative dimensions of these two features and…
Semiotics of Identity
In this text I concentrate on semiotic aspects of the theory of political identity in the work of Ernesto Laclau, and especially on the connection between metaphors, metonymies, catachreses and synecdoches. Those tropes are of ontological status, and therefore they are of key importance in understanding the discursive “production” of identity in political and educational practices. I use the conceptions of both Laclau and Eco to elucidate the ope…
Referees
Empty signifiers, education and politics
On Nations And Children
Semiotics of Identity
In this text I concentrate on semiotic aspects of the theory of political identity in the work of Ernesto Laclau, and especially on the connection between metaphors, metonymies, catachreses and synecdoches. Those tropes are of ontological status, and therefore they are of key importance in understanding the discursive “production” of identity in political and educational practices. I use the conceptions of both Laclau and Eco to elucidate the ope…
Empty signifiers, education and politics
Education and Ignorance
In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage (Prometheus 26 (4): 335–354, 2008)]. In this light, the notion of a knowledge-based society should be understood as a societ…
On Nations And Children
Postulational Rhetoric and Presumptive Tautologies
In the paper I analyze two features of the genre of the pedagogical. First is a particular usage of “should” statements (which I call postulational rhetoric) where one can identify an effect of erasing present normative behavior, while that which is postulated is turned into an unattainable ideal, or a value. Second, I analyze “presumptive tautologies” in the discourse of aims of education. I focus on negative dimensions of these two features and…
On Nations And Children
Empty signifiers, education and politics
Referees
Semiotics of Identity
In this text I concentrate on semiotic aspects of the theory of political identity in the work of Ernesto Laclau, and especially on the connection between metaphors, metonymies, catachreses and synecdoches. Those tropes are of ontological status, and therefore they are of key importance in understanding the discursive “production” of identity in political and educational practices. I use the conceptions of both Laclau and Eco to elucidate the ope…
Postulational Rhetoric and Presumptive Tautologies
In the paper I analyze two features of the genre of the pedagogical. First is a particular usage of “should” statements (which I call postulational rhetoric) where one can identify an effect of erasing present normative behavior, while that which is postulated is turned into an unattainable ideal, or a value. Second, I analyze “presumptive tautologies” in the discourse of aims of education. I focus on negative dimensions of these two features and…
Education is society … and there is no society
Recent work in education research and policy studies has been critical of the view that sees education as a fix for social problems. This perspective invites a reconsideration of the relationship between education and society that breaks from the long held instrumental assumptions informing most education theory and policy, wherein education is a means to a fully reconciled society. Drawing on Ernesto Laclau’s argument for the impossibility of so…
What and what for? Theorizing ontology and instrumentality of education. Introduction to the Special Issue
In this introductory paper, I am situating the problems addressed in this special issue of Policy Futures in Education not only in relation to the current critique of instrumentality in education, but also against a historical and theoretical background (Rousseau, Herbart and Dewey) where the construction of instrumental apparatuses is related to how education is understood itself. In other words, the question is if, and how instrumentality and o…
Education and Ignorance
In this paper we look at the relations between knowledge and thinking through the lens of ignorance. In relation to knowledge, ignorance becomes its “constitutive outside,” and as such it may be politically organised in order to delimit the borders of the right to knowledge [the “ignorance economy,” see Roberts and Armitage (Prometheus 26 (4): 335–354, 2008)]. In this light, the notion of a knowledge-based society should be understood as a societ…
Heidegger's Hammer
In the context of the ongoing debate on the ontology of education, where instrumentally defined functions and aims are seen as external to what education is and the focus is on defining “the educational,” Tomasz Szkudlarek explores a reverse route in an attempt to see, first, what is “the instrumental” before asking how it operates in education. He assumes that instrumentality may be an ontological phenomenon if we adopt a relational ontology whe…
Art, democratic commonality, and the production of knowledges
In this paper, we are juxtaposing the notions of cosmopolitanism and koinopolitanism, to sketch a theoretical perspective in which local productions of knowledge, as a binding force of local communities, can meet more abstract regimes of knowing and more global concerns of democratic elites. We see this issue as politically significant in light of the current problems with democracy which we interpreted as resulting, among other factors, form the…
Epistemology (10 works) · Philosophy (10 works) · Sociology (10 works) · Law (9 works) · Political science (9 works) · Higher education (8 works) · Law (7 works) · Philosophy (7 works) · Philosophy of education (7 works) · Politics (7 works)