A Paradox of Freedom in "Becoming Oneself through Learning": Foucault's Response to His Educators

Autor/in	Stickney, Jeff
Titel	A Paradox of Freedom in "Becoming Oneself through Learning": Foucault's Response to His Educators
Quelle	In: Ethics and Education, 8 (2013) 2, S.179-191 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2013.845959
Schlagwörter	Stellungnahme; Philosophy; Ethics; Freedom; Self Concept; World Views; Education; Testing; Writing (Composition); Learning; Counseling + Suchen Sie Ihr Suchwort? Philosophie; Ethik; Freiheit; Selbstkonzept; World view; Weltanschauung; Bildung; Erziehung; Testdurchführung; Testen; Schreibübung; Lernen; Counselling; Beratung
Abstract	In his later lectures, published as "The Hermeneutics of the Subject," Michel Foucault surveys different modalities of obtaining "truth" about one's self and the world: from Socrates to the Cynics, Stoics, Epicureans and early church writers. Genealogically tracing this opposition between knowing "self and world," he occasionally invites phenomenological enquiry into how this epistemic couplet bears on education. Drawing on three vignettes familiar to educators, my investigation explores modes of discovering self and world through counselling (truth-telling), distributed governance in the classroom and the arts of writing. In each case we confront a paradox of freedom, in that agency is needed, already, to liberate the self from the world. An exegetical task is to show how Foucault worked through this philosophical problem, of relevance to many situations in education, by re-reading Kant, Nietzsche and Heidegger. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10