Like a Rolling Stone
Risks, Implications, and Trajectories of Educational Events
Bibliographic Data
| ID | 21836896 |
|---|---|
| Authors | Robert Piazza (The Metabolomics Innovation Centre), Kent Den Heyer (0000-0002-6316-4948, University of Alberta) |
| Year | 2021 |
| Volume | 36 |
| Issue | 1 |
| Publication date | 2021-12-06 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Curriculum Theorizing (JOURNAL) |
| Journal identifiers | ISSN: 1942-2563 • E-ISSN: 1942-2563 |
| Publisher | Foundation for Curriculum Theory (PUBLISHER) |
| DOI | 10.63997/jct.v36i1.839 |
| OpenAlex | W3154824715 |
| Language | EN |
| References cited | 2 |
Building off work by Aoki, Badiou, and Biesta, the authors explore two questions about the aims of schooling and purposes of education: What might be educational about education beyond its qualification and socialization functions? In what way might we arrange knowledge for the possibility for “event” to occur and a subsequent “truth process” to proceed? In response, the authors use the career of the band The Rolling Stones as an example of key terms further elaborated through a teaching experience of failure. They conclude with a rumination of why teachers require humility in what they explore as a teacher’s “invitation” to students to encounter curricular “events.”
Cognitive psychology · Economic growth · Economics · Stepping stone · Communication in Education and Healthcare · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |