An Exploration of Educative "Praxis": Reflections on Marx's Concept "Praxis," Informed by the Lacanian Concepts "Act" and "Event"

Autor/in	Hanley, Chris
Titel	An Exploration of Educative "Praxis": Reflections on Marx's Concept "Praxis," Informed by the Lacanian Concepts "Act" and "Event"
Quelle	In: Educational Philosophy and Theory, 49 (2017) 10, S.1006-1015 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2016.1273087
Schlagwörter	Educational Philosophy; Educational Research; Student Teachers; Graduate Students; Educational Practices; Independent Study; Theory Practice Relationship; Psychiatry; Political Attitudes; Student Research; Secondary School Teachers; English Teachers; Films; Memory; Student Attitudes; Praxis + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Bildungsforschung; Pädagogische Forschung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bildungspraxis; Selbststudium; Theorie-Praxis-Beziehung; Psychiatrie; Political attitude; Politische Einstellung; Studentenforschung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Film; Gedächtnis; Schülerverhalten
Abstract	This article explores an aspect of Karl Marx's concept, praxis. Praxis is meaningful work, through which we fulfil ourselves by fulfilling others. The discussion draws on the author's work with postgraduate student teachers, where both students and author were researching their own practice. Reflecting Marx's conception of praxis as subjective fulfilment in the objective world, this activity was intended to trouble and complicate the categories "subjective" and "objective", whilst enabling students to become both more autonomous and other-oriented. The intention behind this article is to develop the theoretical vocabulary of praxis available to educational researchers and practitioners. Some ideas from Lacanian psychoanalysis are introduced, followed by extensive discussion of Slavoj Žižek's concepts, "act" and "event". The key argument is that in a nascent educative praxis, "subjective" and "objective" perspectives can be understood not as fixed points of reference, but as dual orientations on a flow of signification. These ideas are developed alongside detailed examination of two university-based research sessions with student teachers. With reference to session activities, a rationale is provided for an emerging educative praxis, in which students explore creative tensions between "subjective" and "objective" perspectives on school-based practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01