ABSTRACT

Unfortunately our times are characterised by a serious dissonance between the logic of education policy and the challenges of the nation. In this context, we need to continue to reinvigorate critical pedagogy studies, both theoretically and practically. But to diagnose the times, following Nietzsche, we need untimely meditations – we need to ensure that we neither perfectly coincide with it, nor adjust ourselves to its demands, but instead we adhere to it whilst keeping a distance from it. This paper takes up the task of rethinking critical pedagogy through affect studies. There are multiple reasonings for the “affective turn” that are of interest here, including the critiques of the Cartesian subject and its claims to Reason, and that lots of the action (experience) has little to do with rationality per se, but instead occurs on a “terrain of affect”. Put simply, critical pedagogy studies too often privileges making the better the argument, instead of engaging our capacities for affecting or being affected. The paper rehearses two recent attempts to think critical pedagogy through affect: remembrance learning, and sensation(al) pedagogies. The paper concludes with a short list of strategies.

摘要

不幸的是，我们时代的特征是教育政策的逻辑与国家挑战之间的严重不协调。在这种情况下，我们需要在理论上和实践上继续振兴批判教育学研究。但是要诊断时代，紧随尼采之后，我们需要不合时宜的冥想–我们需要确保我们既不能与之完美契合，也不能根据自己的需求进行调整，而是在坚持与时俱进的同时与时俱进。本文承担了通过情感研究重新思考批判教育学的任务。这里涉及到“情感转向”的多种原因，包括对笛卡尔主题的批判及其对理性的主张，而很多行动（经验）与理性无关。本身，而是发生在“情感地形”上。简而言之，批判性教学法研究往往会优先提出更好的论据，而不是让我们发挥影响或受到影响的能力。本文演练了最近两次尝试通过情感来思考批判教育学的尝试：记忆学习和感觉教育学。本文以简短的策略列表作为结束。