Absolute Knowing: Žižek and Subject-as-Trauma

Autor/in	Oral, Sevket Benhur
Titel	Absolute Knowing: Žižek and Subject-as-Trauma
Quelle	In: Philosophical Studies in Education, 50 (2019), S.127-139 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Educational Philosophy; Epistemology; Trauma; Intellectual Disciplines; Educational Practices; Role of Education; Mastery Learning; Learning Processes + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Erkenntnistheorie; Geisteswissenschaften; Bildungspraxis; Bildungsauftrag; Learning process; Lernprozess
Abstract	Education as a domain of conceptual activity and a field of scientific/scholarly research needs to address the movement from the traumatized subject to subject-as-trauma. This movement and the concomitant conceptual shift in how we ought to understand the subject correspond, in the domain of education, to the "radicalization" of what Gert Biesta identifies as the most essential function of education, that is, "subjectification," which is "the way in which educational processes and practices contribute to the emergence of human subjectivity or 'subject-ness.'" In the face of the difficulties to preserve the eventness of subjectivity, as a counterpoint to both Rancière and Biesta, the author attempts to expound Žižek's position regarding subjectification, according to which subjectification is both "necessary" and "impossible." An insight into subjectification as necessary and impossible constitutes what the author calls "absolute knowing." (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01