当前位置: X-MOL 学术Ethics and Education › 论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
Post-critical pedagogy as poetic practice: combining affirmative and critical vocabularies
Ethics and Education Pub Date : 2019-10-02 , DOI: 10.1080/17449642.2019.1669942
Kai Wortmann 1
Affiliation  

ABSTRACT Currently, the repetition of a critical way of speaking results in a stagnating tendency in educational debates. This had led to the endeavour of developing a ‘post-critical pedagogy’. This paper employs Rortyan and Latourian language in order to tackle the question of how such a post-critical pedagogy should deal with critique. It argues that if one takes critique as what Latour calls a debunking activity, then post-critical pedagogy should leave critique behind. If however critique means simply to say how something should not be, then post-critical pedagogy should remain critical. In addition, however, there is a need for enriching the critical vocabulary with more affirmative language. For accomplishing this need, in contrast to recent suggestions to go back to ontology, the paper suggests that new propositions developed by literary theorists like Sedgwick and Felski are more promising. All these arguments are framed by Rorty’s notion of philosophy as cultural politics.

中文翻译:

后批判教学法作为诗学实践:结合肯定和批判性词汇

摘要当前,重复批评性的讲话方式导致教育辩论停滞不前。这导致了开发“后批判教学法”的努力。本文采用Rortyan和Latourian语言来解决这样的后批评教育学应如何处理批评的问题。它认为,如果人们把批评当作拉图尔所说的揭穿活动,那么后批评教育学就应该把批评抛在后面。但是,如果批判只是意味着说不该做些什么,那么批判后的教学法应保持批判性。但是,此外,还需要用更多肯定的语言来丰富关键词汇。为了满足这一需求,与最近关于回归本体的建议相反,这篇论文表明,像塞奇威克和费尔斯基这样的文学理论家提出的新主张更有希望。所有这些论点都以罗蒂的哲学作为文化政治来界定。
更新日期:2019-10-02
down
wechat
bug