The educational cost of philosophical suicide: What it means to be lucid

Thornton, Simone

doi:10.1080/00131857.2018.1493681

Cited by 2 publications

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“…(p. 127) Denton argued that, to 'produce the moral individual', we need to turn to the method found in Camus' adaptation of Cartesian doubt 9 'which demonstrates the necessary relationship between feeling and cognition' (p. 127). In this chapter, I build on Denton's contribution to illustrate what I take to be Camus' method; that of lucidity (see Thornton, 2018 Prior to Denton's (1963Denton's ( , 1964Denton's ( , 1967 research, there was a dearth of scholarship on the educational aspects of Camus' philosophy, moral or otherwise. Since then, there has been a spate of publications, 11 including a special issue of Educational Philosophy and Theory.…”

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confidence: 99%

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Disruptive philosophies: Eco-rational education and the epistemology of place

Thornton¹

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Climate change and colonisation share many similarities. Both are the result of complex interactions between epistemology and ontology. Both are the indirect result of individualism and industrialisation. Both can be said to fail to recognise limits, and both have had many theses written on them already. Instead of focusing on one or the other, I join Val Plumwood in looking for a shared logic that underpins the two. Plumwood's work centres on trying to bring together multiple critiques of domination: feminism, critical race theory, indigenous philosophy and environmental philosophy, to explicate what they have in common: the logic of domination. The careful way in which she combines these fields allows her to argue that our current (Western) form of rationality, marked by an emphasis on the liberal individual's stark separation of the human from the earth and earth Others, is irrational. Further, it is a potentially suicidal rationality, in that it is not only divorced from, but unable to recognise, environmental limits, the observation of which is essential to human survival. To better explicate how the logic of domination operates in social, cultural, institutional and political habitats, I incorporate Albert Camus' search for moral limits into Plumwood's framework. If climate change and colonisation are underpinned by an ecologically irrational epistemology, then education as an instrument of liberal-democracy is implicated in the reproduction of ecological irrationality and is, therefore, a site of possible disruption of dominant logic. To this end, I discuss philosophical suicide, heavenism, epistemic violence, anthropocentricism, anthropomorphism, and the myth of reversal to illustrate the historical influences of Western philosophical thought that has dominated liberaldemocratic institutions. I follow dominant logic's legal and ontological instantiation through the doctrine of discovery, Terra Nullius, liberal-democracy, the Stolen Generations, the apology, the Northern Territory intervention, and the slaughterhouse. I show that how we remember the past, exercise our imagination, and conceive of truth and morality, can either perpetuate or mitigate dominant logic. The overarching two-part question of this thesis, then, is: (1) why are societies structured as they are? and (2) how does education reinforce or disrupt existing structures? Consequently, the thesis is in two parts. The first looks at the ways in which Australian xii

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Section: Introductionmentioning

confidence: 99%

“…More on this in Chapter Five.10 This chapter was initially written prior to modifications for publication inThornton (2018), in which some sections, or part thereof, of this chapter appear. However, since then, it has undergone further revisions.…”

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Disruptive philosophies: Eco-rational education and the epistemology of place

Thornton¹

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An Irish perspective on initial teacher education: How teacher educators can respond to an awareness of the ‘absurd’

Gallchóir

McGarr

2021

Educational Philosophy and Theory

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Internationally, initial teacher education has experienced shifts towards competence and school-based programmatic reforms. As a result, literature on the role of teacher educators operating within the academy suggests a sense of doom as market-based and political distrust of the academy grows. For now, initial teacher education in Ireland is largely housed within the academy. However, several governing policies have recently been published which subtly seek to marginalise the role and practices of teacher educators. Drawing on Camus' understanding of the absurd as emerging from the interaction between the longing of human beings for clarity and the universe's indifferent and silent reply, this paper sets out to investigate possible methods that teacher educators may select in responding to an awareness of the absurd.

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The educational cost of philosophical suicide: What it means to be lucid

Cited by 2 publications

References 30 publications

Disruptive philosophies: Eco-rational education and the epistemology of place

Disruptive philosophies: Eco-rational education and the epistemology of place

An Irish perspective on initial teacher education: How teacher educators can respond to an awareness of the ‘absurd’

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The educational cost of philosophical suicide: What it means to be lucid

Cited by 2 publications

References 30 publications

Disruptive philosophies: Eco-rational education and the epistemology of place ​​​​​​​

Disruptive philosophies: Eco-rational education and the epistemology of place ​​​​​​​

An Irish perspective on initial teacher education: How teacher educators can respond to an awareness of the ‘absurd’

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Disruptive philosophies: Eco-rational education and the epistemology of place

Disruptive philosophies: Eco-rational education and the epistemology of place