Stefano Oliverio
Dados Biográficos
| ID | 4633904 |
|---|---|
| NOME | Stefano Oliverio |
| PRENOMES | Stefano |
| SOBRENOME | Oliverio |
| ASSINATURA | OLIVERIO S |
| AFILIAÇÕES | University of Naples Federico II |
| ORCID | 0000-0001-9440-5516 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2014 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
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 …
Hunting for Education
This paper explores in what sense “critique” can be considered a basic educational concept, by investigating to what extent it is coextensive with the emergence of the possibility of world-disclosing and the (related) notion of the educable human in the Western tradition. In particular, the focus will be on the original separation that makes something like a world possible: the reference is to the partition between humans and animals, whose featu…
Teaching as a gesture of non-indifference and the presence of the school in dark times
In this paper, I address Biesta’s notion of world-centred education via a special focus on the school as a site of teacherly gestures. To begin with, I interpret ‘world-centredness’ – qua that which goes ‘beyond learning’ – through a deployment of tenets from Arendt and her appropriation of Marx’s and Heidegger’s motifs. Within this horizon, I proceed by means of two (ultimately interwoven) argumentative trajectories. On the one hand, I introduce…
Antifascism as an educational question and openness as a meta-value
Within the framework of the reemergence of the theme of antifascism in contemporary educational theory, this paper raises the question of whether antifascism may be considered as a genuinely educational concept. Moreover, it investigates whether and to what extent the idea of antifascist education should remain anchored to an explicit reference to (anti)fascism as a historical phenomenon. Focusing, in particular, on the Italian scene, a distincti…
Conquering illusions
In this article we want to rethink the educational significance of the novel from the perspective of a ‘metanovelistic’ reading of Don Quixote, often acclaimed as the ‘first modern novel’. Our point of departure is two-fold: on the one hand, there is the controversial contemporary phenomenon of de-reading, and all the educational discussions it entails; on the other hand, there is the existing tradition of literary education, which has already ex…
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…
Kinopedagogy as non-conservative education and time as the abode of humans
In this paper, the endeavour to understand how to think of education ‘after progress’, viz. in an age in which progress has become problematic, is undertaken by focusing on the theme of time. Dovetailing Klaus Mollenhauer’s reflections on the rise of the Bildungszeit at the dawn of modernity with Thomas Popkewitz’s analyses of ‘cosmopolitan time’ presiding over pedagogical reform from the 19th century to the present, I shall, first, explore this …
Visual Education and the Care of the Figuring Self. Mr. Palomar’s Exercises as Pedagogy
This paper engages with Italo Calvino’s lecture on Visibility, included in his last—and testamentary—volume Six Memos , by understanding it in an educational and pedagogical key. While the question of pedagogy is expressly addressed by Calvino himself in his lecture, the interpretation here provided is not merely an application of his tenets but an elaboration on and an autonomous development of them. In particular, in the spotlight there is the …
Validity and Value of Teacher Education Research
Denne fjerde NAFOL-boken er nok et viktig bidrag til kunnskapsfeltet om og for lærerutdanningen. Som tidligere NAFOL-bøker inneholder den en samling av forskningsartikler om verdi og validitet i lærerutdanningsforskning som krysser nasjonale grenser, fagdisipliner og ikke minst utdanningsnivå, fra barnehage til videregående og forskeropplæringen. Med artikler fra England, Østerrike, Italia, Island og Norge gir boken et innblikk i dagens internasj…
Reconstructing Pragmatism in the New Climate Regime
In this essay, Stefano Oliverio engages with the question of how to think about education in times of climate change and the “intrusion of Gaia” by establishing a dialogue between Bruno Latour's political ecology and John Dewey's appeal to the need to bring a genuine Copernican revolution to fruition. Oliverio argues that the panoply of conceptual tools Dewey fashioned by recognizing the influence of Darwin on philosophy not only maintains its to…
Subjectification and Existentialism in Contemporary Educational Theory
In the present paper, I will investigate contemporary neo-existentialism in educational theory, by exploring the reasons which have recommended the rediscovery of an existentialist stance in our age, the significance of these endeavours for contemporary undertakings and also the manner in which the existentialist thrust has been spelled out. In particular, after situating present-day neo-existentialism against the backdrop of the mid-20th century…
Fini della filosofia. Philosophy for Children e/o neopragmatismo
The end of schooling and education for “calamity”
In this article, after delineating a Deweyan framework that reclaims the autonomy of education against any instrumentalization, while not curtly writing off the vocabulary of instrumentalism, I will address the question of the “what and what for” of education in reference to schooling and, more particularly, to an emerging emphasis on the fact that new technology should result in an overhaul (if not a demise) of the “scholastic” project. By takin…
Dead-ending Philosophy
In this paper, I will explore Rorty’s recommendation to shift from a philosophical to a literary culture by addressing this theme through a philosophical-educational lens and in reference to the question of what kind of education we need in order to foster democratic ethos. In this perspective, I will establish a comparison/contrast between Rorty’s idea of sentimental education and Matthew Lipman’s Philosophy for Children understood as two (alter…
The Question of a Thing-Centred View of Education
Traces of the intersubject? Note-taking within the community of philosophical inquiry
In this paper the question of note-taking is addressed in reference to a specific educational approach, that of the community of philosophical inquiry (CPI) in the tradition of Matthew Lipman and Ann Sharp’s Philosophy for Children (P4C). After emphasizing the pivotal role that this activity plays within a typical session of P4C, its specific status (in comparison with what happens in a classic lecture) is explored, insofar as it could be interpr…
Symposium introduction vocabularies of hope in place of vocabularies of critique
This introduction outlines the rationale of the symposium 'Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe (Philosophy of) Education?'. In particular, it argues that, despite some early statements of Richard Rorty, he may turn out to be a particularly timely thinker in reference to debates occurring in the field of educational theory and philosophy, especially by suggesting an engagement with the latter …
An edifying philosophy of education? Starting a conversation between Rorty and post-critical pedagogy
In this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing o…
Cunctando restituit rem”
Democracy and Education and Europe
1. A Travelling Classic On the centennial anniversary of the publication of Dewey’s Democracy and Education (New York, Macmillan, 1916) this symposium (including contributions from European and non European scholars) explores both the epoch-making significance and the topicality of the ideas in Dewey’s masterpiece for the development of European educational reflection. Democracy and Education has frequently been represented as a turning point in …
The New Alliance Between Science and Education
Kinopedagogy as non-conservative education and time as the abode of humans
In this paper, the endeavour to understand how to think of education ‘after progress’, viz. in an age in which progress has become problematic, is undertaken by focusing on the theme of time. Dovetailing Klaus Mollenhauer’s reflections on the rise of the Bildungszeit at the dawn of modernity with Thomas Popkewitz’s analyses of ‘cosmopolitan time’ presiding over pedagogical reform from the 19th century to the present, I shall, first, explore this …
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…
The New Alliance Between Science and Education
Democracy and Education and Europe
1. A Travelling Classic On the centennial anniversary of the publication of Dewey’s Democracy and Education (New York, Macmillan, 1916) this symposium (including contributions from European and non European scholars) explores both the epoch-making significance and the topicality of the ideas in Dewey’s masterpiece for the development of European educational reflection. Democracy and Education has frequently been represented as a turning point in …
Symposium introduction vocabularies of hope in place of vocabularies of critique
This introduction outlines the rationale of the symposium 'Vocabularies of Hope in Place of Vocabularies of Critique: Can Rorty Help Us to Redescribe (Philosophy of) Education?'. In particular, it argues that, despite some early statements of Richard Rorty, he may turn out to be a particularly timely thinker in reference to debates occurring in the field of educational theory and philosophy, especially by suggesting an engagement with the latter …
An edifying philosophy of education? Starting a conversation between Rorty and post-critical pedagogy
In this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing o…
Cunctando restituit rem”
Fini della filosofia. Philosophy for Children e/o neopragmatismo
The end of schooling and education for “calamity”
In this article, after delineating a Deweyan framework that reclaims the autonomy of education against any instrumentalization, while not curtly writing off the vocabulary of instrumentalism, I will address the question of the “what and what for” of education in reference to schooling and, more particularly, to an emerging emphasis on the fact that new technology should result in an overhaul (if not a demise) of the “scholastic” project. By takin…
Dead-ending Philosophy
In this paper, I will explore Rorty’s recommendation to shift from a philosophical to a literary culture by addressing this theme through a philosophical-educational lens and in reference to the question of what kind of education we need in order to foster democratic ethos. In this perspective, I will establish a comparison/contrast between Rorty’s idea of sentimental education and Matthew Lipman’s Philosophy for Children understood as two (alter…
The Question of a Thing-Centred View of Education
Traces of the intersubject? Note-taking within the community of philosophical inquiry
In this paper the question of note-taking is addressed in reference to a specific educational approach, that of the community of philosophical inquiry (CPI) in the tradition of Matthew Lipman and Ann Sharp’s Philosophy for Children (P4C). After emphasizing the pivotal role that this activity plays within a typical session of P4C, its specific status (in comparison with what happens in a classic lecture) is explored, insofar as it could be interpr…
Subjectification and Existentialism in Contemporary Educational Theory
In the present paper, I will investigate contemporary neo-existentialism in educational theory, by exploring the reasons which have recommended the rediscovery of an existentialist stance in our age, the significance of these endeavours for contemporary undertakings and also the manner in which the existentialist thrust has been spelled out. In particular, after situating present-day neo-existentialism against the backdrop of the mid-20th century…
Validity and Value of Teacher Education Research
Denne fjerde NAFOL-boken er nok et viktig bidrag til kunnskapsfeltet om og for lærerutdanningen. Som tidligere NAFOL-bøker inneholder den en samling av forskningsartikler om verdi og validitet i lærerutdanningsforskning som krysser nasjonale grenser, fagdisipliner og ikke minst utdanningsnivå, fra barnehage til videregående og forskeropplæringen. Med artikler fra England, Østerrike, Italia, Island og Norge gir boken et innblikk i dagens internasj…
Reconstructing Pragmatism in the New Climate Regime
In this essay, Stefano Oliverio engages with the question of how to think about education in times of climate change and the “intrusion of Gaia” by establishing a dialogue between Bruno Latour's political ecology and John Dewey's appeal to the need to bring a genuine Copernican revolution to fruition. Oliverio argues that the panoply of conceptual tools Dewey fashioned by recognizing the influence of Darwin on philosophy not only maintains its to…
Kinopedagogy as non-conservative education and time as the abode of humans
In this paper, the endeavour to understand how to think of education ‘after progress’, viz. in an age in which progress has become problematic, is undertaken by focusing on the theme of time. Dovetailing Klaus Mollenhauer’s reflections on the rise of the Bildungszeit at the dawn of modernity with Thomas Popkewitz’s analyses of ‘cosmopolitan time’ presiding over pedagogical reform from the 19th century to the present, I shall, first, explore this …
Visual Education and the Care of the Figuring Self. Mr. Palomar’s Exercises as Pedagogy
This paper engages with Italo Calvino’s lecture on Visibility, included in his last—and testamentary—volume Six Memos , by understanding it in an educational and pedagogical key. While the question of pedagogy is expressly addressed by Calvino himself in his lecture, the interpretation here provided is not merely an application of his tenets but an elaboration on and an autonomous development of them. In particular, in the spotlight there is the …
Antifascism as an educational question and openness as a meta-value
Within the framework of the reemergence of the theme of antifascism in contemporary educational theory, this paper raises the question of whether antifascism may be considered as a genuinely educational concept. Moreover, it investigates whether and to what extent the idea of antifascist education should remain anchored to an explicit reference to (anti)fascism as a historical phenomenon. Focusing, in particular, on the Italian scene, a distincti…
Conquering illusions
In this article we want to rethink the educational significance of the novel from the perspective of a ‘metanovelistic’ reading of Don Quixote, often acclaimed as the ‘first modern novel’. Our point of departure is two-fold: on the one hand, there is the controversial contemporary phenomenon of de-reading, and all the educational discussions it entails; on the other hand, there is the existing tradition of literary education, which has already ex…
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…
Hunting for Education
This paper explores in what sense “critique” can be considered a basic educational concept, by investigating to what extent it is coextensive with the emergence of the possibility of world-disclosing and the (related) notion of the educable human in the Western tradition. In particular, the focus will be on the original separation that makes something like a world possible: the reference is to the partition between humans and animals, whose featu…
Teaching as a gesture of non-indifference and the presence of the school in dark times
In this paper, I address Biesta’s notion of world-centred education via a special focus on the school as a site of teacherly gestures. To begin with, I interpret ‘world-centredness’ – qua that which goes ‘beyond learning’ – through a deployment of tenets from Arendt and her appropriation of Marx’s and Heidegger’s motifs. Within this horizon, I proceed by means of two (ultimately interwoven) argumentative trajectories. On the one hand, I introduce…
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 …
Epistemology (16 obras) · Philosophy (16 obras) · Sociology (16 obras) · Political science (12 obras) · Philosophy (11 obras) · Philosophy, Ethics, and Existentialism (9 obras) · Law (8 obras) · Pedagogy (8 obras) · Aesthetics (7 obras) · Education and Critical Thinking Development (6 obras)