Against Learning

Abstract

This article is a critique of the broad ensemble which we identify as `learning discourse' and its pervasive ideological content which determines learning as a `good thing for all'. We consider how the signifier `learning' works as a nodal point which constitutes (legitimizes and sustains), yet glosses over, antagonistic and contradictory organizational and social practices. With our critique we endeavour to go beyond a simple rebuke or rebuttal. We, rather, point out the problematic nature of the truths engendered in `making the social' and constituting the promise of a learning society whose ambit encompasses learning in general, the learning organization and the political economy of the `knowledge economy'. By doing so we expose the political character of the learning discourse which, we argue, works as the surface of intelligibility pro-posing the reality of work, self-hood, citizenship and society. We antagonize its `no alternative' trope by questioning the equivalence it creates between social inclusion, competitiveness, employability, empowerment and personal development. Our critique makes explicit how it is possible, and why it is important, to be `against learning'.

Learning as lack: Individual learning in organizations as an empowering encounter with failed imaginary constructions of the self

“…This attention serves not just to explore and cater to the narcissistic needs of learners (Perriton, 2007) but, importantly, to render transparent and amplify learning as an encounter with fundamental lack. In so doing learning may come into view not just as an objective phenomenon that may fail to deliver results (Hardless et al, 2005) or to question existing power structures (Contu et al, 2003) but also as a failure of the imaginary and an empowering struggle with identity and desire.…”

“…Consequently, the present study suggests that learning is always already an emancipatory space (Reynolds, 1998) in which the performative is appropriated by us to experience the self as subject of the unconscious. Learning, especially when we are most certain of who we are and what we desire as the learner, is always already subverted by the reiteration of lack; and learning discourse, no matter how much it aims at being performative (Contu et al, 2003), is always also appropriated by the self.…”

Self, Soul and Management Learning: Constructing the Genre of the Spiritualized Manager

“…This genre of writing attempted to convert individual executives and corporate culture and to transcend rationalist understandings of what management development is for and what it does. The 'sacralization' of the management development experience, coupled with the emergence of the learning discourse and its associated emphasis on self-development, has contributed to the emergence of Spiritual Management D. Contu et al (2003) point out that, "Learning carries connotations with humanistic concerns of self-actualization, self-development, perhaps even emancipation" (p.934). Selfdevelopment has played a central role in the emergence of organizational learning and the Learning Organization movement, and this has been particularly noticeable in the case of managers (Antonacopoulou, 2000).…”

Epistemological Approaches to Legal Translation Education: A Situated Account

“…Following Kiraly's constructivist approach to translation education and later emergentist standpoints, this work attempts to outline the different trends in translation pedagogy, from a classic transmissionist methodology based on positivist premises where knowledge is pre-defined, self-existing and can therefore be apprehended, to the decisive consequences that the shift towards post-positivism has implied in the education of future translators (Baumgarten, Klimkowski, & Sullivan, 2010;Bereiter & Scardamaglia, 1993;Biesta, 2005Biesta, , 2013aBiesta, , 2013bBiesta, , 2016Davis & Sumara, 2006Doolitle & Hicks, 2003;Doolittle, 2014;González-Davies, 2004;González-Davies & Enríquez-Raído, 2016;González-Davies & Scott-Tennet, 2005;Kiraly, 2000Kiraly, , 2005Kiraly, , 2006Kiraly, , 2012Kiraly, , 2013Kiraly & González-Davies, 2006;Kiraly & Hofmann, 2016;Risku, 2010Risku, , 2016Vrasidas, 2000).…”

“…Following the section above, I wish to engage in the debate whether the stress on lifelong learning, 'the politics of learning' (Biesta, 2005(Biesta, , 2013a, and employability follow a subtle epistemological shift in third level educational settings.…”