Building on the work of others, this article sketches out what a Foucauldian ‘education’ might look like in practice, considers some of the challenges, paradoxes and (im)possibilities with which such an ‘education’ would face us, and indicates some of the cherished conceits and reiterated necessities that we must give up if we take seriously the need for an education that fosters an orientation to critique and curiosity. Three elements of Foucault’s ‘philosophical ethos’ that might be translated into educational practices are addressed: first, fostering a learning environment that encourages experimentation; second, enabling the development of an awareness of one’s current condition as defined and constructed by the given culture and historical moment; and, third, encouraging an attitude or disposition to critique – a focus on the production of particular sorts of dispositions that would be valued and fostered. All of this raises issues about ‘the teacher’.

中文翻译：

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自由视野：利用福柯对教育和学习进行不同的思考

本文以他人的工作为基础，勾勒出富高尔的“教育”在实践中的样子，考虑了这种“教育”将面临的一些挑战，悖论和（不）可能性，并指出了其中的一些内容。如果我们认真对待需要培养批判和好奇心的教育，就必须放弃这种珍贵的自负和重申的必需品。讨论了福柯“哲学精神”的三个要素，这些要素可以转化为教育实践：首先，营造鼓励实验的学习环境；第二，使人们对由给定的文化和历史时刻所定义和建构的当前状况的认识得到发展；第三，鼓励对批判的态度或倾向–着重于将被重视和促进的特殊倾向的产生。所有这些都引发了有关“老师”的问题。