An Archetypal Phenomenology of "Skholé"

Autor/in	Kennedy, David
Titel	An Archetypal Phenomenology of "Skholé"
Quelle	In: Educational Theory, 67 (2017) 3, S.273-290 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12250
Schlagwörter	Educational Philosophy; Educational Theories; Learning Theories; Interpersonal Relationship; Adults; Children; Child Development; Interpersonal Communication; Dialogs (Language); Inquiry; Persuasive Discourse; Models; Communities of Practice; Participative Decision Making; Governance; Democracy + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Learning theory; Lerntheorie; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Child; Kind; Kinder; Kindesentwicklung; Interpersonale Kommunikation; Dialog; Dialogs; Dialogue; Dialogues; Persuasion; Persuasive Kommunikation; Analogiemodell; Community; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Demokratie
Abstract	In this essay David Kennedy argues that children represent one vanguard of an emergent shift in Western subjectivity, and that adult-child dialogue, especially in the context of schooling, is a key locus for the epistemological change that implies. Following Herbert Marcuse's invocation of a "new sensibility," Kennedy argues that the evolutionary phenomenon of neoteny--the long formative period of human childhood and the paedomorphic character of humans across the life cycle--makes of the adult-child collective of school a primary site for the reconstruction of belief. After exploring child-adult dialogue more broadly as a form of dialectical interaction between what John Dewey called "impulse" and "habit," Kennedy identifies three key dimensions of dialogic schooling, all of which are grounded in a fourth: the form of dialogical group discourse called community of philosophical inquiry (CPI), which is based on the problematization and reconstruction of concepts through critical argumentation. As a discourse model, CPI grounds practice in all of the dialogic school's emergent curricular spaces, whether science or mathematics, whether literature, art, or philosophy. Second, CPI opens a functional space for shared decision making and collaborative governance, making of school an exemplary model of direct democracy. Finally, CPI as a site for the critical interrogation of concepts encountered in the curriculum (such as "alive," "justice," "system," and "biosphere") and as a site for democratic governance leads naturally to expression in activist projects that model an emergent "new reality principle" through concrete solutions to practical problems on local and global levels. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01