Philosophy, Education and Visceral Politics of the Now

Autor/inn/en	Sinha, Swatee; Roy, Anjali Gera
Titel	Philosophy, Education and Visceral Politics of the Now
Quelle	In: Educational Philosophy and Theory, 55 (2023) 6, S.719-730 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sinha, Swatee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2022.2034618
Schlagwörter	Educational Philosophy; Political Attitudes; Teaching Methods; Dissent; Gender Differences; Social Class; Ethnicity; Nationalism; Intervention; Political Influences; Activism; Student Participation; Critical Theory; Educational History + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; Dissens; Geschlechterkonflikt; Social classes; Soziale Klasse; Ethnizität; Nationalismus; Political influence; Politischer Einfluss; Aktivismus; Politischer Protest; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kritische Theorie; History of education; Bildungsgeschichte
Abstract	The essay looks into the pedagogical role of philosophy in shaping the practice of dissent. Drawing on Gilles Deleuze and Felix Guattari's radical understandings of philosophy as a machinic assemblage, it redeploys philosophy as a pedagogical tool which gathers traction from social events and remains invested in a dissensual politics. As a machinic assemblage committed to a dissensual politics philosophy works alongside collective modalities of enunciation that operate outside conventional structures of the academia. Such assemblages of enunciation often inhabit a zone of critical inarticulacy brimming with the promise of new kinds of knowledge. How does philosophy critically interact with spaces of dissent along lines of gender, caste, ethnicity and nationalism to enable novel critical interventions? Deleuze and Guattari's answer redirects us to a pragmatic engagement with philosophy which involves the manufacture of new pedagogical concepts as part of a schizoanalytic apparatus of protest. These concepts often emerge out of a visceral response to events unfolding around us. Needless to emphasize that such a philosophy which emerges out of a praxial encounter with life cannot be framed as an institutional staple, but takes shape as part of a visceral politics of the now. What then is the role of pedagogy in shaping an ethics of dissent and how can such a pedagogy mobilize plebeian acts of resistance in the sphere of the everyday? (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01