Anthropology and/as Education

Ingold, Timothy

doi:10.4324/9781315227191

Cited by 164 publications

(142 citation statements)

References 0 publications

Supporting

Mentioning

110

Contrasting

Unclassified

Order By: Relevance

“…This process must be carried out in the context of a relationship between students, teachers, and Earth. These very relations are in themselves a form of pedagogy [106,107].…”

Section: An Embedded Mode Of Beingmentioning

confidence: 99%

From the Anthropocene to Mutual Thriving: An Agenda for Higher Education in the Ecozoic

et al. 2019

View full text Add to dashboard Cite

Higher education in the global North, and exported elsewhere, is complicit in driving the planet’s socio-ecological crises by teaching how to most effectively marginalize and plunder Earth and human communities. As students and activists within the academic system, we take a firm stand to arrest this cycle, and to redirect education toward teaching how to create conditions for all life to thrive. In this paper, we articulate a research and education agenda for co-constructing knowledge and wisdom, and propose shifts in the ‘ologies from the current, destructive modes to intended regenerative counterparts. We offer to shift from an ontology of separation to that of interconnectedness; from an epistemology of domination to that of egalitarian relationship; and from an axiology of development to that of plural values for world- and meaning-making. Such paradigm shifts reflect the foundational aspirations of the consilient transdiscipline of ecological economics. We analyze several introductory university textbooks in economics, law, and natural sciences, to demonstrate how destructive ‘ologies are taught in North American universities, and how such teaching implicitly undermines critical inquiry and effective challenge. Our strategy for change is to provide a new theoretical framework for education: the regenerative ‘ologies of the Ecozoic’, based on biophysicality, embedded relationality, pluralism, and the sustainable well-being of all members in the community of life.

show abstract

“…This process must be carried out in the context of a relationship between students, teachers, and Earth. These very relations are in themselves a form of pedagogy [106,107].…”

Section: An Embedded Mode Of Beingmentioning

confidence: 99%

From the Anthropocene to Mutual Thriving: An Agenda for Higher Education in the Ecozoic

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Theatre, that ‘place for looking’ ( theatron ) and doing ( drama ) and music as the exercises of attunement seem particularly suited as vehicles through which to consider attention and sociability in the field of education. As the anthropologist Tim Ingold (, p. ix) has pointed out, education is about ‘attending to things, rather than acquiring the knowledge that absolves us of the need to do so; about exposure rather than immunisation’. We have attempted to expose the preconditions of our own improvisatory practice rather than to present a programme for immunisation.…”

Section: Somewhere Towards the End: Putting Education Centre Stagementioning

confidence: 99%

Gentle Riffs and Noises Off: Research Supervision Under the Spotlight

Pirrie¹,

Manum²,

Necib³

2019

Journal of Philosophy of Education

View full text Add to dashboard Cite

This article offers a critique of the manner in which doctoral supervision is conceptualised in a higher education system dominated by the market order. The authors consider the process of research supervision as an experience held in common, as a way of discovering the world together rather than as the fulfilment of discrete roles within a clearly defined timeframe. They propose an alternative ontology of research supervision, as a process of ‘unselfing’ informed by the enactment of agape (love) rather than as something that is characterised by conformity to a regulatory framework and informed by the dictates of institutionalised systems of monitoring and surveillance. This approach implies rejection of the relentless focus on choice and action that is characteristic of institutionalised higher education. The authors claim greater scope for consideration of the influence of the more elusive aspects of being human in the process of research supervision. This reappraisal of research supervision calls into question the pre‐eminence of the Newtonian order of time as something that flows uniformly, independently of things and their relationships and calls for renewed emphasis on time as lived experience. The authors draw on a musical analogy, namely the differences between classical music and jazz, in order to explore these themes in relation to research supervision.

show abstract

“…In contrast, "tactics are means developed by people to circumvent or negotiate strategies towards their own objectives and desires" (De Certeau in DiSalvo, 2009, p. 52). In this way, our course of action does not fail to be supported by its institutional nature of creating based on a design methodology -although in broad terms and marked by the proposal of being non-prescriptive -but aims for a form that enables improvisation, adherence to the drivers of the co-researchers, in the sense of devising a common plan, through attention and interest, as guided by Ingold (2018).…”

Section: Recognising the Other's Skillsmentioning

confidence: 99%

“…Regarding the challenge of devising a common plan, Ingold (2018) argues in his most recent book that the practice of correspondence is based on a process of attention towards the world, in which people devote themselves to responding to what interests them, thus building up the environment based on what is the product of attention. Regarding the process of creating this variation collectively -what determines environments of common interests, thinking about the construction of an educational community -the author reflects:…”

Section: Provisional Observationsmentioning

confidence: 99%

The collaborative turn: Challenges and limits on the construction of a common plan and on autonomía in design

Noronha

2018

Strategic Design Research Journal

View full text Add to dashboard Cite

This article deals with the challenges and limits of co-design, the possibility of adopting new forms of research and the difficulty of giving up design methods for other ways of seeing the world. If the assumptions that we use as a starting point, such as the actual idea concerning design, the creative process, and how to do things, are tied to dominant standards in terms of discourse and logic that are detached from the communities with which we have been able to co-research, such as ideas concerning productivity, development, market, and science, how can we offer our assistance in co-design? Taking the epistemological approach of postcolonial studies and the concept of the subaltern as a starting point, we dialogue with the immense challenge proposed by Arturo Escobar of thinking about autonomía. Based on the cartography as a path for design, we devised a common plan with our co-researchers -indigenous and maroon craftsmen and women, from the Maranhão Lowlands region -and in this paper, we recount experiences in correspondence, in dialogue with Tim Ingold. We present characteristics and contradictions, challenges and limits that are the result of an exercise that makes us reflect on the epistemological and conceptual pitfalls that we constructand of which we also fall prey -when speaking about co-design, without calling into question what we call design, development, and other naturalised categories that are part of a designer's work.

show abstract

Anthropology and/as Education

Cited by 164 publications

References 0 publications

From the Anthropocene to Mutual Thriving: An Agenda for Higher Education in the Ecozoic

From the Anthropocene to Mutual Thriving: An Agenda for Higher Education in the Ecozoic

Gentle Riffs and Noises Off: Research Supervision Under the Spotlight

The collaborative turn: Challenges and limits on the construction of a common plan and on autonomía in design

Contact Info

Product

Resources

About