Judith Butler.

Autor/inn/en	Rose, Nadine; Ricken, Norbert
Titel	Judith Butler.
Quelle	Aus: Smeyers, Paul (Hrsg.): International handbook of philosophy of education. Cham, Switzerland: Springer (2018) S. 59-79 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Springer international handbooks of education. 1
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-319-72759-2; 978-3-319-72761-5
DOI	10.1007/978-3-319-72761-5_7
Schlagwörter	Erziehungsphilosophie; Pädagogik; Kulturtheorie; Autonomie; Fremdbestimmung; Leistungsfähigkeit; Geschlechterrolle; Ethik; Subjekt (Phil); Politik; Anerkennung; Differenz; Heteronomie; Kontingenz; Butler, Judith; USA
Abstract	This chapter offers an introduction to the American philosopher Judith Butler based on her work in a systematic perspective. In doing so, [the authors] are following four central trajectories in Butler's thinking - (a) Impacts on Gender and Queer Theory; (b) Questions of Contingency, Difference, and Performativity; (c) Theories on the Subject, Subjection, and Subjectivation; and at least (d) Ethical and Political Implications. And [the authors] will thus present commentary regarding her reception within the fields of philosophy of education and pedagogy. Having given such an overview, [the authors] will turn to the third aspect in her work, 'Theories on the Subject, Subjection, and Subjectivation', and will show how the previous aspects converge in this point. [The authors] will put emphasis on the context of subjectivation, in the sense of becoming a 'subject', with respect to the meaning of social norms and the dependency of the human subject on others (also in its ethical dimension) that follows from this. In this way, [the authors] will show to which extent Butler's thinking questions concepts in present-day philosophy, especially heteronomy and autonomy, which are often envisioned in a dualistic and oppositional manner. [The authors] deem Butler's thoughts on subjectivation as highly significant and relevant, so that [the authors] will point to some perspectives that emerged in receiving her work in pedagogy and the philosophy of education. [The authors] also hope to show what is to be gained if [the authors] place a human subject that is radically and existentially depended on others at the center of all [their] deliberations on education. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2022/1