Philosophy of education in a new key

Peters, Michael A.; Arndt, Sonja; Tesař, Marek; Jackson, Liz; Hung, Ruyu; Mika, Carl; Ozoliņš, Jānis Tālivaldis; Teschers, Christoph; Orchard, Janet; Buchanan, Rachel; Madjar, Andrew; Novak, Rene; Besley, Tina; Sturm, Sean; Roberts, Peter; Gibbons, Andrew

doi:10.1080/00131857.2020.1759194

Cited by 33 publications

(32 citation statements)

References 43 publications

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“…There is much silence about claims to international and other dimensions of justice concerning humans, animals and ecology that have not passed the social/ global cultural filter of what challenges our daily life and stirs memory. A digital search such as Sturm et al (2020) concerning the G(aia) key, but this time concerning what counts as (in)justice and extended to all journals of educational philosophy, proves the point. The odd and occasional exception is nevertheless out of tune.…”

Section: Marek Tesarmentioning

confidence: 91%

“…In all, philosophy is about engaging in a conversation, hence collective writing and conjoint argumentation are closely linked to the uniqueness of philosophy. At the same time, a tension persists between, on the one hand, the inner conversation we have with ourselves, enduring a conversation with oneself as a two-in-one, something that characterizes thinking according to Hannah Arendt (Arendt, 1994), and on the other hand, the participation in and relation to the texts of others in a kind of joint project with a common collective responsibility, group identity and solidarity (Peters et al, 2020b). Hopefully, this tension creates the subtle pressure needed to argue, defend and carefully criticize the relation between pedagogy and justice, and as I see it, the manner in which education promises justice, resting on a tragic mix of competing, invisible and paradoxical imagines of justice.…”

Section: University Of Oslomentioning

confidence: 99%

“…Postscript: A stereoscopic approach to justice Marianna Papastephanou Following up from Peters et al' (2020a) collective writing, we have searched 'for our keys' in the direction of justice. Reflecting diverse sensibilities, contributions to this paper have valuably singled out one dimension of justice or related examples of injustice, often echoing how (in)justice is now (educationally-)philosophically being explored.…”

Section: Marek Tesarmentioning

confidence: 99%

“…From Plato to Adorno down to the recent collective writing (Peters et al, 2020a), musical metaphors accompany philosophers' choirs or vocal solos and provide the key to expressing discontent with the contemporary world and to imagining transformation. The key of educational philosophical diagnostics is the 'F] Minor' (Mika et al, 2020, p. 6).…”

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Philosophy of education in a new key: Education for justice now

Papastephanou¹,

Zembylas²,

Bostad³

et al. 2020

Educational Philosophy and Theory

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Since Plato's allegory of the cave two educational-philosophical critical modes have stood out: the descriptive (reality as it is) and the normative (reality as it should/could be). Reality resembles or is felt as an epistemic, political and existential permanent lockdown, 1 a state of isolation where access to ideality is too restricted and rare. Confined to a dystopian(ized) place of limited light and scant possibility the philosopher aspires to help others ascend to a utopian(ized) place of luminosity and promise. Granted, the philosophical-educational community has, as a historical and contemporary collectivity, contrasted the ideal and the real in richer and more complex modes than those of a neat 'descriptive versus normative' binarism. Nevertheless, the search operation for finding the key to unlock the lockdown is persistent and evident in most and otherwise diverse educationalphilosophical endeavours, especially in difficult times. As such a time, the recent pandemic has turned the philosophical, figurative lockdown, literally, into a palpable reality that incites more thinking about the tension between the ideal and the real. Discontent with reality is constitutive of philosophical explorations of education as preparation for an alternative and more desirable situation. Proof of this is the present collective paper and that which (Peters et al., 2020a) has inspired it. Collectively though varyingly, we describe the world of today and normativize the edifying thought and action that could lead to a better world. We lament and revoke a gloomy present to invoke and authorize a brighter future. 'We are stuck in the toxic 'Anthropocene,' while we need to embrace the curative 'Neganthropocene'' (Sturm et al., 2020, p. 15). Thinking and writing together (Madjar et al., 2020, p. 12), in a world of suspicion and fear (Ozoliņ s et al., 2020, p. 7), has produced several possibilities of what the key to opening the gate of a better future might be. 'Among other examples, there are references to a rehumanising of teaching, a revival of the ancient ideal of wisdom, and the development of post-digital pedagogies' (Roberts et al., 2020, p. 16). One such pedagogy, immersive education, redeems much 'yet unexplored philosophical and pedagogical potentiality' (Novak et al., 2020, p. 14). Other escape routes add to collective effort the affectivity of philia: 'we need to reclaim educational, philosophical and political activity through the practice of friendship' (Madjar et al., 2020, p. 13). We deplore the existing state of affairs, while cultivating hope for change; but we often discern glimpses of light and try to make them endure. We do so especially in times when such CONTACT Marianna Papastephanou

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Section: Marek Tesarmentioning

confidence: 91%

Section: University Of Oslomentioning

confidence: 99%

Section: Marek Tesarmentioning

confidence: 99%

mentioning

confidence: 99%

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Philosophy of education in a new key: Education for justice now

Papastephanou¹,

Zembylas²,

Bostad³

et al. 2020

Educational Philosophy and Theory

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“…During the pandemic, people working in various fields have refocused their work to the immediate threat of, and to the 'war' against, Covid-19 (Wagener, 2020). Now that the pandemic has slowly become 'normalized' in our reality (despite various levels of contagion across countries, continents, and climate zones), it is the time to shift our attention from immediate struggle against the pandemic to its long-term relationships with the environment, and to educational implications of this relationship (Amoo-Adare, 2020; Fuller, 2020;Mañero, 2020;Peters, Arndt, et al, 2020;Sturm, 2020). Developed at the peak of the first wave of the pandemic, yet based on many years of working together, philosophy of education in a new key developed by Michael Peters and the Philosophy of Education Society of Australasia (PESA) executive provides important theoretical underpinnings for understanding these relationships.…”

mentioning

confidence: 99%

Philosophy of education in a new key: Who remembers Greta Thunberg? Education and environment after the coronavirus

Jandrić

Jaldemark

Hurley

et al. 2020

Educational Philosophy and Theory

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This paper explores relationships between environment and education after the Covid-19 pandemic through the lens of philosophy of education in a new key developed by Michael Peters and the Philosophy of Education Society of Australasia (PESA). The paper is collectively written by 15 authors who responded to the question: Who remembers Greta Thunberg? Their answers are classified into four main themes and corresponding sections. The first section, 'As we bake the earth, let's try and bake it from scratch', gathers wider philosophical considerations about the intersection between environment, education, and the pandemic. The second section, 'Bump in the road or a catalyst for structural change?', looks more closely into issues pertaining to education. The third section, 'If you choose to fail us, we will never forgive you', focuses to Greta Thunberg's messages and their responses. The last section, 'Towards a new (educational) normal', explores future scenarios and develops recommendations for critical emancipatory action. The concluding part brings these insights together, showing that resulting synergy between the answers offers much more then the sum of articles' parts. With its ethos of collectivity, interconnectedness, and solidarity, philosophy of education in a new key is a crucial tool for development of post-pandemic (philosophy of) education.

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