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Sloterdijk and narrative environments
1. EnvelopesBruno Latour points out that when it is said that ‘Dasein is thrown into the world’ [1], as does Heidegger, the significance of the preposition ‘into’ is often overlooked. Peter Sloterdijk,...
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Creative and critical thinking: beyond critique
As noted in the blog post, "Critical thinking, creative thinking and the right to dissent", Karen Barad argues that, whereas critique operates in a mode of disclosure, exposure and demystification,...
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Crisis of the critical
A number of recent posts, [1], [2], [3], could be characterised as an engagement with the (long-running) crisis in critical writing. This crisis concerns the relationship between the critical text and...
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Poststructuralism, Phenomenology and Political ideology
Hannah ArendtThis post might be considered a postscript to those posts which concern Aspects of the University of Dissensus [1], [2], [3], [4], [5], [6], [7]. The terrain covered in this blog, which is...
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Fundamental problems of narrative environment and learning environment design
This text can be considered as part of the sequence entitled Aspects of the University of Dissensus, a place to which one cannot, by definition, belong yet, at the same time, cannot not belong1. Losing...
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Questions of contemporary narrative techniques
Threads: fundamental problems of narrative environment and learning environment design; aspects of the University of Dissensus; post-truth academicismAccording to William Davies (2016), writing in the...
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Modes of Human Actantiality
Jean Metzinger, Woman with a Horse, 1912thread: fundamental problems of narrative environment and learning environment designIdentity, sociality, actantialityPeople are a crucial part of narrative...
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Pedagogic journeys 1: Tragic drama as narrative, learning environment
Robert Rauschenberg, Personal fetish, Rome, 1953This post complements the previous one on Modes of human actantiality, developing the implications of the work of Amelie Oksenberg Rorty for narrative...
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Pedagogic journeys 2: Xueji. Pedagogy of Confucianism
This post extends the reflection on the notion of identity and personhood begun in Modes of human actantiality and continues the reflection on narrative environments as pedagogic journeys begun in...
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Pedagogic journeys 3: Narrative Environments and Education
Let us suppose that to design is to teach, by, for example, guiding or showing the way by presenting or arranging certain material, environmental ‘affordances' or 'opportunities'. Let us also suppose...
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Academic practices and professional identities
A modern Danse Macabre [1] "The process of becoming a teacher, through whatever route has been chosen, can usefully be viewed as a process of learning, not only skills and techniques, but of learning...
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Aspects of lifewide and lifelong learning. Part 1
A phenomenology of learning: Learner-centred and teacher-centred ‘pedagogies’ and experiential learning Keywords: Learner-centred pedagogies; Teacher-centred pedagogies; Experiential learning; Formal...
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Learning environments, narrative environments and 'the medium is the message'
Postman and Weingartner (1971) propose that John Dewey’s belief that ‘we learn what we do’ is what Marshall McLuhan means when he uses the phrase ‘the medium is the message’. Adopting this perspective,...
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Arendt, phenomenology and narrative environments
1 Arendt’s phenomenological methodHannah Arendt seldom referred to herself as a phenomenologist and she is not usually included in textbook treatments of the subject (Moran, 2000: 287). She had no...
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Notes towards a symposium. Part 1
The following post relates to the Symposium, Disobedience and Complex Systems held on 29 September 2017. As previously discussed in Arendt, phenomenology and narrative environments, it is important to...
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Addenda: Arendt, Phenomenology and narrative environments
Yael Bartana, 2016This post continues Arendt, Phenomenology and narrative environmentsAs stated most decisively by Heidegger, in The Basic Problems of Phenomenology, there is not one phenomenology. No...
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Squib: "The metaphysical gesture par excellence"
Claude Cahun, Obect, 1936Given what Shaul (2017: 21) says, i.e. "Derrida’s project identifies the valorization of speech as the metaphysical gesture par excellence..." and what Baring (2012: 67) says,...
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Derrida's Supplementary Rousseauan Pedagogical Relationship
In a discussion of the writing of Jean-Jacques Rousseau, Jacques Derrida (1976: 145-147) contends, following Rousseau’s logic, that presence or, in other words, essence, is always natural which means,...
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The “outcome oriented” educational monster
Ilya and Emilia KabakovWhen Cathy Davidson (2018), distinguished professor of English and director of the Futures Initiative at the Graduate Center, CUNY, asks her beginning students when they first...
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Neoliberalism's “reality principles”
Wendy Brown (2018) is interviewed about her book, Undoing the Demos. She views neoliberalism as a “political rationality”, a term she uses in order to reveal the extent to which people are governed by...
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1968: Politics and Economics; Praxis and Poiesis
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Liberalism: ‘classical’ Liberalism, ’new’ Liberalism and neo-liberalism;...
Paul Klee, Berg und Luft synthetisch, 1930IntroductionFriedrich Hayek’s Road to Serfdom has a central place in the intellectual and symbolic landscapes of British neoliberalism (Tribe (2009). Hayek’s...
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Library - liber-liberi / liber-libri
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View ArticleDerrida, Paideia, and the Politics of Pedagogy #1
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Derrida, Paideia, and the Politics of Pedagogy #2
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