Education and the Political

Szkudlarek, Tomasz

doi:10.1007/978-94-6209-383-6

Cited by 7 publications

(1 citation statement)

References 105 publications

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“…The Polish scholar T. Szkudlarek discusses whether the current political education of young people can support the "depoliticized" dimension of political realities (Szkudlarek, 2013). Theorist emphasizes that most global problems of the modern world require responsible individual solutions and self-management.…”

Section: Literature Reviewmentioning

confidence: 99%

Innovative Approaches of Political Education in Ukraine: On the Example of Developed Western Democracies

Iskhakova

Чупрій

Lyasota

et al. 2020

AJIS

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This article was composed to discuss the particular traits of the contemporary political education of students in Ukraine. A system of political education is introduced to develop the fundamental political knowledge and skill-set of students, as well as aiding in the formation of their civic consciousness. The innovative modernization approaches are represented by American Political Science Association. The main purpose of the research to show modernization methods of political education what is the basis for the formation of democratic values of Ukrainian society. Much attention is paid to the correlation between civic and political education. The need for value content of political education adds to the urgency of the study. This involves making greater use of the tools of political education to support the dialogue of cultures in the modern world. Ensuring that society is prepared to solve global problems by developing the active position and individual responsibility of each young person should be an equally important result of political education in the 21st century. Political education now requires a walkthrough approach of implementation (through project initiatives, socio-cultural activities, networking and various types of cooperation between those who get education in the socio-political sector). The authors emphasize that it is worth rethinking the new opportunities of social networks, the Internet era to build youth initiatives and teams for project work. However, one of the challenges of the information society is the dominance of different types of data (“information noise”), which requires young people to have a higher level of media literacy and more developed critical thinking. Systematization literary sources and approaches for solving the problem indicates that the new systems of political values have been formed, which are essential for the democratization. Two groups of mutually perceived values were approved. The first group is dominant. It is associated with values such as security, sovereignty, patriotism, freedom, human rights, justice, political stability. The second group of established values is evolving: legality, responsibility, equality, political pluralism, legitimacy. This article reveals the understanding of these values of Ukrainian citizens on the basis of Ukrainian and European sociological research.

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Section: Literature Reviewmentioning

confidence: 99%

Innovative Approaches of Political Education in Ukraine: On the Example of Developed Western Democracies

Iskhakova

Чупрій

Lyasota

et al. 2020

AJIS

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Art Education in Post‐political Times

Kalin

2019

The International Encyclopedia of Art and Design Education

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This chapter contemplates the police order of neoliberalism and its impact on the democratic imaginaries of art education. This post‐political critique of the tensions of a depoliticized art education is heavily influenced by Jacques Rancière, whose work is used to grasp the frictions and potentialities between neoliberal forms of schooling and emancipatory modes of art education. Here one entertains the possibility of art education being reconceived as post‐consensual practices that might incite dissensus instead of passivity and stultification. To attempt this, parallels are drawn between the aesthetic efficacy of art and education as projects with lost destinations. Ultimately it is suggested that art educators entertain a distrust of their field under neoliberal influence so that art education itself no longer makes sense. This chapter does not offer pragmatic solutions to these issues but philosophical provocations that might contribute to our risking the post‐political status quo in order to reimagine our shared future and alternative mandates.

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Laclau’s Ontological Rhetoric, Universality, and Collective Identity: A Lesson for Cosmopolitan Education

Szkudlarek

2016

Cosmopolitanism: Educational, Philosophical and Historical Perspectives

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Ernesto Laclau's theory is one of the most complete achievements in political philosophy in recent decades. One of its assets is how Laclau understands universality, and in this chapter his contribution to this fi eld is used to propose an argument in the debate on the (im)possibility of cosmopolitan education. The chapter starts with a brief recapitulation of the basic tenets of Laclau's theory. Next, I present four instances of the universal which can be distinguished in his work. The fi rst is a uniform sequence of events in the process of identity construction (from scattered demands to identity built around empty signifi ers). The second is the universal, ontological impossibility of attaining social totality. The third is the ethical dimension of the process of identity formation. The fourth are theological contexts and connotations of the notion of identity (totality), especially in its relation to emptiness. From this reconstruction, I proceed to the often expressed claim that cosmopolitanism is impossible, arguing that Laclau's theory sheds new light on this issue, and, further, to my suggestions concerning some points of departure for a possible theory of cosmopolitan education. Laclau: An OutlineThis section presents a highly condensed and simplifi ed reconstruction of the basic structure of Ernesto Laclau's theory of identity and undeniably ignores numerous important features. Some of its elements will be repeated in the following sections, but an understanding of the richness of Laclau's theory will not be possible on the basis of this reconstruction alone. Because of the limits of the chapter, I can only suggest that for a full account, one should refer to the original texts, especially to the most extensive presentation of Laclau's theory of populism (Laclau 2005 ) and to his earlier texts on social ontology (e.g.

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Education and the Political

Cited by 7 publications

References 105 publications

Innovative Approaches of Political Education in Ukraine: On the Example of Developed Western Democracies

Innovative Approaches of Political Education in Ukraine: On the Example of Developed Western Democracies

Art Education in Post‐political Times

Laclau’s Ontological Rhetoric, Universality, and Collective Identity: A Lesson for Cosmopolitan Education

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