Attending to "Macbeth": Cultural Therapy or Therapy for Culture?

Autor/in	Fletcher, Andrew
Titel	Attending to "Macbeth": Cultural Therapy or Therapy for Culture?
Quelle	In: Journal of Philosophy of Education, 56 (2022) 1, S.159-172 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12620
Schlagwörter	Mental Health; Psychological Patterns; Outcomes of Education; Educational Philosophy; Case Studies; English Literature; Language Usage; Creativity; Personal Autonomy; Discovery Learning; Educational Change + Suchen Sie Ihr Suchwort? Psychohygiene; Lernleistung; Schulerfolg; Bildungsphilosophie; Erziehungsphilosophie; Case study; Fallstudie; Case Study; Englische literatur; Sprachgebrauch; Kreativität; Individuelle Autonomie; Entdeckendes Lernen; Bildungsreform
Abstract	A version of education conditioned by a focus on measurable outcomes contributes to the unhappiness of children. Using an approach that relates the current crisis in mental health to Simone Weil's concept of affliction, I argue that culture, suffering from its own instrumentalisation as cure, needs itself to be healed. Using a case study of "Macbeth," a performative approach to education is elaborated with the help of Stanley Cavell's understanding of projection in language. By participating in the process by which meaning comes about, rather than being its passive recipients, students achieve a creative and critical authority that transforms disquiet into discovery. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01