Post-critical pedagogy as poetic practice: combining affirmative and critical vocabularies

Wortmann, Kai

doi:10.1080/17449642.2019.1669942

Cited by 22 publications

(12 citation statements)

References 29 publications

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“…Characterising pragmatism as a 'reconstructionist' endeavour, as a matter of creative renewal, that operates in different areas of human activity relates with a particular idea of hope. This has recently been cooperatively explored (Oliverio, 2019;Schwimmer, 2019;Thoilliez, 2019c;Wortmann, 2019), in the context of the current discussion on post-critical pedagogy (Hodgson et al, 2017(Hodgson et al, , 2018. The potential of the pragmatist tradition to address current educational issues will be addressed in the forthcoming Educational Theory Summer Institute 2020 ' we must understand their functional changing roles in human experience, inquiry and discourse.…”

Section: Pedagogical Discussionmentioning

confidence: 99%

Dewey in Transition: Towards a Pragmatist Ethics of Recognition in Schools

Thoilliez¹

2019

Journal of Philosophy of Education

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This article aims to study one of the potential contemporary updates of pragmatist philosophy. Specifically, it explores pedagogic possibilities that open up by adding Axel Honneth's studies to the discussion on the ethics of recognition, with the community dimension of education found in John Dewey's philosophy of education. In the spirit of Richard S. Bernstein's understanding of Dewey's radical democracy and from a more clearly educational philosophical perspective, the article explores the pedagogical possibilities that arise from broadening the communitarian dimension of education found in Dewey's philosophy of education with the studies by Honneth on the ethics of recognition. In the line of Colin Koopman's definition of transitionalism as a ‘philosophical temperament’, Honneth's ethics of recognition ‘transitions’ the Deweyian tradition towards a more contemporary disposition to think through the ethical dimension of education. The article intends to make use of a fruitful dialogue between classic pragmatism and critical theory to address some challenges of contemporary school life.

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Section: Pedagogical Discussionmentioning

confidence: 99%

Dewey in Transition: Towards a Pragmatist Ethics of Recognition in Schools

Thoilliez¹

2019

Journal of Philosophy of Education

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“…The debate has not subsided since the publication of the Manifesto. On the contrary: An extremely lively discussion is currently developing about post-critique and education, and post-critique in its relationship to critique (see for instance Hodgson et al, 2017Hodgson et al, , 2018aHodgson et al, , 2018bHodgson et al, , 2020Oliverio, 2019;Thoilliez, 2019;Una respuesta iberoamericana, 2020;Wortmann, 2019). This issue of on_education brings together these previously separate disciplinary debates for the first time.…”

Section: Editorialmentioning

confidence: 99%

The Fatigue of Critique?

2020

On Education. Journal for Research and Debate

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“…Vlieghe and Zamojski indeed make the difficult theoretical operation "to conceive of life in a purely [emphasis added] positive way" (2019, p. 76). In contrast, I argued that critical pedagogy suffers from an overly negative way of speaking, which allows post-critical pedagogy to emphasize positivity a little more and negativity a little less, but still leaves room for negativity (Wortmann, 2019). For this more gradual way of conceptualizing the relation between 'posted' negativity and 'posting' positivity, I find the image of a pendulum helpful: it is 'stuck' in one side (prevailing negativity) and by accentuating the other side (positivity), it can be encouraged to swing again.…”

Section: Introductionmentioning

confidence: 97%

Drawing Distinctions: What is Post-Critical Pedagogy?

Wortmann

2020

On Education. Journal for Research and Debate

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Post-critical pedagogy is an attempt to step outside the endless repetition of critical research in education. ‘Posting’ critique and thereby posing the question of alternatives works against a stagnating tendency for current educational debates to appear unsatisfactory, paralysing, and tedious. This essay describes the limits of critical pedagogy and possibilities of a ‘post-critical pedagogy’. It is structured according to the term’s three elements of ‘critique’, ‘post’, and ‘pedagogy’. For each of these elements, the essay describes two ways of understanding; not to play them off against each other, but to show how manifold post-critical pedagogy can and should be. The essay concludes with a proposal of three analytical dimensions for further work on a post-critical pedagogy.

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Post-critical pedagogy as poetic practice: combining affirmative and critical vocabularies

Cited by 22 publications

References 29 publications

Dewey in Transition: Towards a Pragmatist Ethics of Recognition in Schools

Dewey in Transition: Towards a Pragmatist Ethics of Recognition in Schools

The Fatigue of Critique?

Drawing Distinctions: What is Post-Critical Pedagogy?

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