Minima Pedagogica: Education, Thinking and Experience in Adorno

Abstract

ITAY SNIR

Adorno on democratic pedagogy and the education of emotions: Pedagogical insights for resisting right-wing extremism

“…There are several recent works in philosophy of education that have touched on Adorno's notion and critique of the culture industry and their relevance for education (e.g. see Jessop, 2017;Snir, 2017). 5.…”

“…Although previous scholarship on Adorno's work has explored his philosophy on thinking, social critique and the role of education (e.g. Cho, 2009;Giroux, 2004;Heins, 2012;Lewis, 2006;Mariotti, 2014;Snir, 2017), it has paid little attention to his views on an education of the emotions in the work of 'coming to terms with the past'. 4 Hence, this paper is interested in examining Adorno's democratic pedagogy and the role of emotions in re-educating and democratizing a society, particularly in light of the current political situation in many countries around the world in which right-wing extremism is on the rise.…”

“…Turning to Adorno's various writings on education throughout this period until his death in 1969, a central idea was that 'democratic pedagogy' would cultivate the capacity to a younger generation for critical self-reflection, and ultimately, social change (Mariotti, 2014). He claimed that democratic pedagogy must enable students to think for themselves and to break free of the authority of teachers, parents and other adults (Snir, 2017). What would emerge from this, according to Adorno, is that students would eventually be turned away from the affective ethos of 'ressentiment' -which was prevalent in the period during National Socialism as well as afterwards -toward self-reflection and autonomy of thinking (Cho, 2009).…”

New Pedagogical Thinking: The Essential Characteristics

“…Авторам, які пишуть про «педагогічне мислення», наприклад, Дж. Салминен (Salminen & Annevirta, 2016), М. Талвіо (Talvio, 2002), І. Снір (Snir, 2017), вважають, що це уміння вчителя приймати рішення та планувати свою діяльність. При цьому дуже часто посилаються на різні праці фінського професора П. Кансанена (Kansanen, 1991), де саме там розкривається педагогічне мислення.…”