Contradiction Studies: Exploring the Field. An Introduction

Febel, Gisela; Knopf, Kerstin; Nonhoff, Martin

doi:10.1007/978-3-658-37784-7_1

Cited by 2 publications

(2 citation statements)

References 51 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The logic of contradiction entails the already mentioned “axiomatic imperative of ‘freedom from contradiction’” and thus becomes a means of control, one that “derives normativity” (Lossau et al, 2019: 4–7). This “Law of Non-Contradiction” can, according to Febel et al (2023: 1–2), who trace it back as far as Aristotle, be “considered to be the foundation of all philosophy” and remains widely accepted. Yet, they continue, “[c]ontradiction is not only a philosophical concept, but also a form of argumentation, of structuring thoughts and framing ideas” (p. 2).…”

Section: Starting a Dialogue: Memory And Contradiction Studiesmentioning

confidence: 99%

“…Foucault (1972: 149) also considered this logic and calls it “the law of coherence” that orders us not to “multiply” but instead resolve, or at least manage, contradictions. Consequently, “demands to avoid contradictions can be used to create order or to eliminate unwelcome opinions and supposedly ‘irrational’ behaviour” (Febel et al, 2023: 2). Allowing for contradiction is, according to this rationale, viewed as irrational, while maintaining consistency is associated with reason and the ability to think (and act) logically.…”

Section: Starting a Dialogue: Memory And Contradiction Studiesmentioning

confidence: 99%

See 1 more Smart Citation

Why collective memory can never be pluriversal: A case for contradiction and abolitionist thinking in memory studies

Antweiler

2023

Memory Studies

View full text Add to dashboard Cite

Bringing together memory studies with the emerging field of contradiction studies, in this article, I suggest the need for an alternative way of thinking about collective memory by juxtaposing the ideal of wholeness that necessarily underlies any group’s identity with that of the inevitable contradiction of the plurivers. I discuss the power of the Western narrative order in regard to the Haitian Revolution and examples of mnemonic disharmony in contemporary Germany and seek to illuminate the epistemic violence constitutive of this narrative order. The article therefore interrogates memory study’s epistemological foundation and the practices in which these underpinnings result. The aim is to highlight the potential of contradiction in an attempt to pluriversify responses to the past as well as future visions for the worlds we live in. Special attention is paid to the question of what it is we hope for when attempting to (scholarly) contribute to making collective memory more inclusive, and where the limitations of this might lie. The purpose of my contribution, then, is to explore the tacit imperative of harmony that often remains unchallenged in memory studies, and to propose a shift in focus, from the ways in which memory might help us understand (e.g., current clashes of identities), toward a research agenda that is considerate of its own entanglements with power, yet, at the same time, lives up to its potential to contribute to transformation.

show abstract

Section: Starting a Dialogue: Memory And Contradiction Studiesmentioning

confidence: 99%

Section: Starting a Dialogue: Memory And Contradiction Studiesmentioning

confidence: 99%

Why collective memory can never be pluriversal: A case for contradiction and abolitionist thinking in memory studies

Antweiler

2023

Memory Studies

View full text Add to dashboard Cite

show abstract

Rethinking Contradictions and Inconsistencies in Teachers’ Sensemaking and Actions

Philip,

Kothari,

Castro

2024

Journal of Teacher Education

View full text Add to dashboard Cite

Teacher education research, by and large, has been profoundly influenced by psychological interpretations of beliefs, particularly the assumption that teachers attempt to reconcile, rationalize, minimize, or avoid contradictions. Building on research across multiple disciplines, which demonstrates that people live harmoniously with contradictions in many situations, we argue that suppositions that people feel compelled to address contradictions have obscured the multitude of inconsistencies that teachers navigate without notice in their everyday lives. Through a multisited, in-depth analysis of a teacher across planning, teaching, debrief and interview contexts, we show that what appears to be contradictory from the perspective of researchers is not necessarily inconsistent for teachers. We explore the theoretical, methodological, and professional learning implications of this shift in interpreting teacher contradictions and inconsistencies.

show abstract

Contradiction Studies: Exploring the Field. An Introduction

Cited by 2 publications

References 51 publications

Why collective memory can never be pluriversal: A case for contradiction and abolitionist thinking in memory studies

Why collective memory can never be pluriversal: A case for contradiction and abolitionist thinking in memory studies

Rethinking Contradictions and Inconsistencies in Teachers’ Sensemaking and Actions

Contact Info

Product

Resources

About