Paralyses or Battlefields
Pedagogy and a proposed parricide
Bibliographic Data
| ID | 8857175 |
|---|---|
| Authors | Jenny Steinnes (a Lillehammer University College, Norway, corresponding author) |
| Year | 2006 |
| Volume | 38 |
| Issue | 2 |
| Pages | 185-200 |
| Publication date | 2006-01-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2006.00187.x |
| OpenAlex | W2043140212 |
| Language | EN |
| References cited | 7 |
In this article I am proposing a post‐structuralist treatment of some concepts central to a pedagogical agenda. These are concepts of territorial implications, such as democracy, nationality, patriotism and the foreign, concepts closely linked to The Enlightenment and to education. I am proposing this because these might be the times, for academics in the field of education, to revitalise reflections around such concepts in order to question the legitimisation and motivations for our actions on new grounds. A deconstruction of the opposition between duty and pleasure, and a possible necessary parricide is suggested in order to question hegemonic ideologies and overcome what might be described as an academic paralysis. I am making use of perspectives expressed by John Dewey, Richard Rorty, James Joyce and Jacques Derrida
Aesthetics · Deconstruction (building · Democracy · Enlightenment · Epistemology · Hegemony · Higher education · Ideology · Opposition (politics · Patriotism · Pedagogy · Philosophy of education · Political science · Politics · Progressive Education · Sociology · Critical Theory and Philosophy · Law · Philosophy · Philosophy, Ethics, and Existentialism · Wittgensteinian philosophy and applications
| Highly cited | No |
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