By Walter Kohan
This booklet explores the belief of a childlike schooling and gives severe instruments to query conventional different types of schooling, and alternative routes to appreciate and perform the connection among schooling and formative years. enticing with the paintings of Michel Foucault, Jacques Rancière, Giorgio Agamben and Simón Rodríguez, it contributes to the improvement of a philosophical framework for the pedagogical proposal at the middle of the ebook, that of a childlike schooling. Divided into components, the publication introduces cutting edge principles via philosophical argument and dialogue, hard latest understan. Read more...
summary: This e-book explores the assumption of a childlike schooling and gives serious instruments to question conventional varieties of schooling, and alternative routes to appreciate and perform the connection among schooling and formative years. enticing with the paintings of Michel Foucault, Jacques Rancière, Giorgio Agamben and Simón Rodríguez, it contributes to the improvement of a philosophical framework for the pedagogical notion on the center of the e-book, that of a childlike schooling. Divided into elements, the booklet introduces leading edge principles via philosophical argument and dialogue, demanding current understan
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Additional info for Childhood, education, and philosophy : new ideas for an old relationship
We really do not know. Children are political actors just as we are, and what concerns me more is what we can do, through the practice of philosophy as schole, to give them the conditions or the space to live the political life, which is a “we” life—that is, which includes the other; which feels and thinks it is worthwhile to live, and which is ready to accept other forms of collective life than the ones we ourselves would expect to live. Of course in a sense we are part of that political life, at least in the conditions we are offering our children in which to build it, so we should not be afraid about it, but we should care about the political forces involved, and the limits of those conditions.
The particular wiring that we end up with is a product of the experience of the first 22 years. Schole, I would suggest, is the shelter from what you call “productive time”, which tends to shut down transitional space in the interests of survival and therefore of efficiency and what Blake called “single vision”, and shuts down brain growth by pushing intentionality downward to the lower brain, the amygdala, which deals with perceived threat, and thus governs fight or flight or freeze response, in perceived “life or death” decisions, whether they are or not.
Boston: Beacon Press. Plato (1990) Platonis Opera (ed. John Burnet). Oxford: Oxford University Press. Trad. Eng. The Dialogues of Plato. Trans. B. Jowett (1989). New York: Oxford University Press. Rancière, J. ). L’école de la démocratie. Paris: Edilig, Fondation Diderot. Spinoza, B. (1996) Ethics. Trans. Edwin Curley. London: Penguin Books. The Matrix (1999). Directors: The Wachowski Brothers. Distributor: Warner Brothers. Tolstoy, L. (2012) What Shall We Do? London: The Free Age Press. Winnicott, D.
Childhood, education, and philosophy : new ideas for an old relationship by Walter Kohan