Beyond Intimaphobia

Object lessons from Foucault and Sade

Dados Bibliográficos

ID8856366
AutoresAdam J Greteman (0000-0003-0115-3386, School of the Art Institute of Chicago, autor correspondente)
Ano2013
Volume46
Fascículo7
Páginas748-763
Data de publicação2013-04-29
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoEducational Philosophy and Theory (JOURNAL)
Identificadores do periódicoISSN: 0013-1857 • E-ISSN: 1469-5812
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2013.792724
OpenAlexW1995877244
IdiomaEN
Citações recebidas1
Referências citadas30

In this study I suggest ways of thinking through issues of intimacy that have emerged in the late twentieth and early twenty-first centuries in the USA. I propose a state of intimaphobia in education. However, I move beyond exposing this state of intimaphobia to offer particular readings of two philosophers of intimacy: Michel Foucault and the Marquis de Sade. I argue that these two philosophers provide alternative models of thinking through the problems and potentials of and for intimacy. While Foucault has been taken up within education in any number of ways, his concept of the ‘homosexual’ is utilized to offer insights into intimacy. Sade, while the stranger philosopher to engage, offers challenges to contemporary educational practices through the lessons of the libertine. Foucault and Sade offer, to put it simply, promises for pedagogical pleasures that challenge the current fears around intimacy in education

Aesthetics · Epistemology · Higher education · Michel foucault · Object (grammar · Philosophy of education · Politics · Sociology · State (computer science · Feminism, Gender, and Sexuality Studies · Gender Roles and Identity Studies · Law · LGBTQ Health, Identity, and Policy · Philosophy