Beyond Intimaphobia

Object lessons from Foucault and Sade

Datos Bibliográficos

ID8856366
AutoresAdam J Greteman (0000-0003-0115-3386, School of the Art Institute of Chicago, autor de correspondencia)
Año2013
Volumen46
Número7
Páginas748-763
Fecha de publicación2013-04-29
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Philosophy and Theory (JOURNAL)
Identificadores de la revistaISSN: 0013-1857 • E-ISSN: 1469-5812
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2013.792724
OpenAlexW1995877244
IdiomaEN
Citas recibidas1
Referencias 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