Session Information
Session 2B, Post-Modern Conceptions of Education
Papers
Time:
2005-09-07
17:00-18:30
Room:
ENG
Chair:
Elaine Ricard-Fersing
Contribution
The post-modern tumults in the wake of the linguistic turn of philosophy seem to be cooling off. What is the impact on education? Although the most focused postmodernist had little in common and certainly not wanted to represent a movement they seem to share one point of view; truth and reality are not the same. A lie may be real although it is not true. It´s an illusion to believe that reality might be directly grasped. Reality is always mediated through signs and meanings. Between utterance and thing the meanings spread out i form of denotations and connotations. Against this it becomes obvious that education's discussion of the problem of knowledge ought to include more than the question of what knowledge the teacher should teach. Education ought to discuss the possibility of representation. The basic question of pedagogic in the wake of the tumults ought to be; "how to represent and is representation possible?" The basic question for educational psychology, not argued for here, but derived from the same line of thinking, would be; "what constitute attention - that what makes it possible for us to direct focus on something?" I will discuss the problem of representation in light of the linguistic turn and draw some consequences for education and knowledge. Supported by Sojas reading of Lefebvre´s book "the production of space" presented in Soja´s book "Thirdspace" I will argue for a "true" curriculum of a specific place; the place as conceived, the place lived, the place as seen. This "trialectic" of space as a new form of reality constructing activity seem to be designed to grasp the flux of post-modernity and the openendedness of representation. In this floating, imagined and ever transforming reality where power is concealed (by the fundamentalism of marketliberalism) and individuality (the subject) is threatened, education has a moral obligation to save individuality. It's imperative for education to recognise a model for understanding the individuals position in this floating world of signs, meanings, denotations and connotations. Barthes notion of "a mode of writing" from "Writing degree zero" might be worth considering. His co-ordinates "style" and "language" between which "writing" is an anti-communicative function. Barthes "writing" would be a radical notion were he via the gaze gives us a conception of the body's phata morgana. The degree zero between the co-ordinates of "language (law)" and "style (body)" would be a lonely place although it is the place were the subject, the society and the communicative forms is produced. And it is the place for revolt and freedom in a system where the law of linguistic rules. The degree zero would be a position and a moment in a reality of signs, meanings, denotations and connotations that makes it possible for the subject to exist as process - a continued transformation through the activity of constructing meaning. I will argue that the teacher in this system ought to learn the logic of ambivalence from both the flaneur and the clown. The ambivalent attitude should replace the logic of causality and effect. This is transformation would be necessary for both realising and managing the openendedness of a trialectic curriculum of a place.
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