Thinking Education through Alain Badiou by Michael A. Peters(eds.)

By Michael A. Peters(eds.)

Thinking schooling via Alain Badiou represents the 1st assortment to discover the tutorial implications of French thinker Alain Badiou's problem to modern philosophical orthodoxy placed forth in his 1993 paintings, Ethics: An Essay at the realizing of Evil.

  • Represents the 1st selection of paintings in schooling to grapple with what Alain Badiou may possibly suggest for the firm of education
  • Takes up Badiou's problem to modern and traditional Anglo-American doxa
  • Includes unique essays by way of specialists in numerous diverse academic fields

Chapter 1 advent: Alain Badiou: ‘Becoming topic’ to schooling (pages 1–7): Kent den Heyer
Chapter 2 Badiou, Pedagogy and the humanities (pages 8–25): Thomas E. Peterson
Chapter three Badiou's problem to paintings and its schooling: Or, ‘Art can't be Taught—it can even if Educate!’ (pages 26–44): Jan Jagodzinski
Chapter four Alain Badiou, Jacques Lacan and the Ethics of training (pages 45–61): Peter M. Taubman
Chapter five Reconceptualizing specialist improvement for Curriculum management: encouraged by way of John Dewey and proficient by means of Alain Badiou (pages 62–77): Kathleen R. Kesson and James G. Henderson
Chapter 6 The Obliteration of fact by means of administration: Badiou, St. Paul and the query of financial Managerialism in schooling (pages 78–98): Anna Strhan
Chapter 7 Militants of fact, groups of Equality: Badiou and the Ignorant Schoolmaster (pages 99–110): Charles Andrew Barbour

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Slaughter, S. & Rhoades, G. (2004) Academic Capitalism and the New Economy: Markets, state, and higher education (Baltimore, MD, Johns Hopkins University Press). Whitehead, A. N. (1968) Nature and Life (New York, Greenwood Press). Wilden, A. (1987) The Rules are No Game. The Strategy of Communication (London, Routledge & Kegan Paul). 44 jan jagodzinski . . the only education is an education by truths (IN, p. 14) Badiou’s writings on contemporary art and aesthetics present perhaps an impossible challenge to art and its education in the way they are presently hegemonically envisioned and taught within art and design schools, as well as secondary schools.

Badiou, Pedagogy and the Arts 25 Nussbaum, M. (2001) Upheavals of Thought: the Intelligence of Emotions (New York, Cambridge University Press). Poggioli, R. (1965) The Spirit of the Letter (Cambridge, MA, Harvard University Press). Poggioli, R. (1975) The Oaten Flute (Cambridge, MA, Harvard University Press). Readings, B. (1996) The University in Ruins (Cambridge, MA, Harvard University Press). Said, E. (2000) Reflections on Exile and Other Essays (Cambridge, MA, Harvard University Press). Said, E.

Experimentation takes places in the transcendent world and not in the world proper. It is not empirically pragmatic. What is common to both positions is therefore the intensity of death; although death is precisely interpreted differently, both positions arrive at the same limit destination. We can say that in the art of the body Real, death is in the world, whereas in the ideal spirit of mind, art is a projected utopian ideal out of this world. The binaries are held together as atheistic/theistic, dystopian/utopian where production always aims at the limit.

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