Burning Beds and Political Stasis: Bernard Stiegler and the Entropic Nature of Australian Anti-Reflexivity

Autor/in	Forrest, Kristy
Titel	Burning Beds and Political Stasis: Bernard Stiegler and the Entropic Nature of Australian Anti-Reflexivity
Quelle	In: Educational Philosophy and Theory, 54 (2022) 5, S.557-567 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forrest, Kristy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1963228
Schlagwörter	Teaching Methods; Educational Philosophy; Foreign Countries; Natural Disasters; COVID-19; Pandemics; Indigenous Knowledge; Scientific Research; Educational Change; Distance Education; Information Technology; Futures (of Society); Social Change; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Ausland; Natural disaster; Naturkatastrophe; Bildungsreform; Distance study; Distance learning; Fernunterricht; Informationstechnologie; Future; Society; Zukunft; Sozialer Wandel; Australien
Abstract	The entropic state that engulfed the East Coast of Australia in the first eight months of 2020 followed thirty years of uninterrupted economic growth and 10 years of tenuous federal governments divided on the question of climate change. The twin geophysical crises of catastrophic bushfires and the COVID-19 pandemic have led to a public reckoning around our guardianship of the environment, as well as our relationship with science and indigenous knowledge. Congruent with this was the rapid transformation of both schools and universities to online learning, causing the most significant rupture to the traditional 'grammar of schooling' for decades. This unprecedented conflation of crises has resulted in the unusual situation where education can be radically transformed, as the material conditions that usually remain latent (thus negating the possibility for change) suddenly exist. As a result, there has been an increased openness to pedagogies of potentiality, as schools and universities resist the urge to 'return to normal'. Amongst these pedagogies, the philosophy of Bernard Stiegler is unique in its direct response to the entropic state with a counter-impulse, negantropy, which seeks to harness our technological capacity under an ethos of care and unite it with our existential purpose to flourish and thrive. This paper will consider the possibilities of Stiegler's utopian call for action in relation to the Australian context, as schools and universities reconceptualise the sharing of knowledge and the purpose of education that seeks to rectify the gaps of the past. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01