When a teacher's love for the world gets rejected. A post-critical invitation to become an edifying educator.

Autor/in	Thoilliez, Bianca
Titel	When a teacher's love for the world gets rejected. A post-critical invitation to become an edifying educator.
Quelle	In: On education, 3 (2020) 9, S. 1-4Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2571-7855
DOI	10.17899/on_ed.2020.9.11 10.25656/01:23087
URN	urn:nbn:de:0111-pedocs-230879
Schlagwörter	Bildung; Pädagogik; Kritische Pädagogik; Theater; Theaterpädagogik; Theaterstück; Philosophie; Globales Denken; Interpretation; Kritik; Pragmatismus; Munro, Alice; Rorty, Richard
Abstract	This article aims at dialoguing with the Arendtian 5th principle of the Manifesto for a Post-Critical Pedagogy: From education for citizenship to love for the world, where the authors state that this is the time "to acknowledge and to affirm that there is good in the world that is worth preserving" (Hodgson et al., 2017, p. 19), as a hopeful acknowledgment of the world. This particular dialogue is opened by means of an edifying philosophical theatre piece (based on a pedagogical reading of Alice Munro's short story Comfort) that reflects on/with Rorty's pragmatism. It is an attempt at advancing the post-critical approach to education via a twofold strategy that might best be described as edifyingly discomforting. First, by intentionally choosing an uncomforting story as the basis for a theatre piece depicting an unsettling pedagogical situation. Second by developing a post-critical educational artefact under the premise that if critical pedagogy had Augusto Boal's Theatre of the Oppressed, then a post-critical pedagogy may benefit as well from what I would like to call an "edifying theatre".
Erfasst von	International Centre for Higher Education Research, Kassel
Update	2021/3