Education as an »Uncoercive Rearrangement of Desires« in the »Mode to Come«. Gayatri Chakravorty Spivak’s Postcolonial Turn to the Subject
Against the backdrop of recent anti-democratic movements in Germany and Austria, Julia König turns to Gayatri Chakravorty Spivak’s outline of education as an »uncoercive rearrangement of desires« in the »mode to come« and explores its meaning in post-Nazi, post-colonial societies. Given the historical entanglement, she proposes a reading of Gayatri Chakravorty Spivak’s pedagogy outlined in »Righting Wrongs« as a postcolonial »turn to the subject« (Adorno).
Organizing Democracy. Role and Function of NS-Memorial-Sites as Agents of Social Transformation
Today, NS-memorial sites in Germany are conceived, addressed, and perceived as state funded places of learning. Discussions about transnationalization, about the death of the last survivors, and a growing presence of right wing (memory-)politics is challenging their work. In order to trace the NS-memorial sites as pedagogical organizations, we focus on their role in processes of ›Organizing Democracy‹ in the context of an ›Education after Auschwitz‹.
Global Citizenship Education. Building a Planetary World Community in the Anthropocene
In the Anthropocene, what do we mean by global citizenship education, what do we mean by building a planetary world community? The paper explores these questions and uses the example of education for sustainable development, heritage education, human rights education, and peace education to show how a sense of belonging to the global community can be created. It also develops numerous viewpoints that play an important role in achieving a planetary consciousness.
Pedagogical Ethos. A Core competence of Pedagogical Actors?
The article discusses selected attempts to define a specific pedagogical ethos and to identify it as a core competence of pedagogical action, especially of professionally acting pedagogical actors, but also of pedagogical practice as a whole. It compares Plato’s ›Socratic Eros‹ with Hartmut von Hentigs ›Socratic Imperative‹ and uses the pedagogical ethics of Wolfgang Brezinka, Hans-Jochen Gamm and Klaus Prange to show that attempts at justification outside of pedagogy are not able to capture the core competence of pedagogical action. It develops an outlook on a pedagogical ethos- and tact-research that does not interpret the effectiveness of pedagogical action monocausally, but ties it back to transitions from pedagogical to transformational interaction processes (Bildungsprozesse).
»Philosophy […] Is the Theory of Education in Its Most General Phases«. Critical Remarks On Some Relationships between Philosophy and Education Following John Dewey
In contrast to the widespread view that education is a subfield and field of application of practical philosophy, John Dewey understood philosophy altogether as a general theory of education. The article reconstructs this perspective in Dewey’s main pedagogical work »Democracy and Education« as well as in his 1929 paper »The Sources of a Science of Education«. Afterwards, two other relationships between philosophy and education will be contrasted, the so-called Isms approach and the configuration in which philosophy is one of the so-called ›foundation disciplines‹ dealing with education as an applied field. In an outlook, current changes in the relationship between philosophy and education will be discussed.