Overview
- Focuses on contemporary issues such as digitisation, free speech, and the relationship between the university and society
- Takes a distinctive new approach that offers affirmative perspectives on the university and its practices
- Combines educational-philosophical and empirical analyses to bring out how these practices are constituted
Part of the book series: Debating Higher Education: Philosophical Perspectives (DHEP, volume 3)
Access this book
Tax calculation will be finalised at checkout
Other ways to access
Table of contents (12 chapters)
Keywords
- Critical theory
- Debates in higher education
- Post-critical approach
- Thinking about higher education
- Collaboration
- University of Excellence
- Pedagogical hermeneutics
- Hermeneutic pedagogy
- Academic freedom
- Transformative potential of education
- Philosophy of education
- Philosophy as education
- Educational practices
- Affirmation
About this book
The ‘post-critical’ attitude offers an affirmative approach to the constitutive educational practices of the university. It is ‘post-’ because it is a movement in thought that comes after the critical, which, in its modern and postmodern forms is considered, in Latour’s terms, to have ‘run out of steam’. It is an attempt to articulate new conceptual and methodological tools that help us grasp our current conditions. It is not anti-critique; but rather than seeking to debunk current practices, this affirmative approach offers perspectives that shed new light on what we do as educators, on the essence of our educational practices, and on their immanent value. The focus on the educational, then, applies not only to practices that happen to take place in the educational space of the university, but also to those practices whose value we can understand in educational terms.
Editors and Affiliations
About the editors
Joris Vlieghe is an Assistant Professor of Philosophy and Theory of Education at the KU Leuven, Belgium. With Naomi Hodgson and Piotr Zamojski he recently published a Manifesto for a Post-critical Pedagogy (Punctum Books 2018) and, with Piotr Zamojski, Towards an Ontology of Teaching. Thing-centered pedagogy, affirmation and love for the world (Springer 2019). He is also interested in the impact of digital technologies on education, and more specifically in how fundamental notions such as schooling, attention, community, transformation, literacy and creativity change when a culture of the book is (rapidly) replaced by a culture of the screen.
Piotr Zamojski is an Assistant Professor at the University of Gdańsk, Poland. He has authored four books, including two recently written in collaboration with Naomi Hodgson and Joris Vlieghe (Manifesto for a Post-Critical Pedagogy, Punctum Books 2017), and with Joris Vlieghe (Towards an Ontology of Teaching. Thing-centered pedagogy, affirmation and love for the world, Springer 2019). He has also published on issues concerning the bureaucratisation of education, totalitarianism and educational theory, building a public sphere around education, and the role of cultural codes in schooling.
Bibliographic Information
Book Title: Post-critical Perspectives on Higher Education
Book Subtitle: Reclaiming the Educational in the University
Editors: Naomi Hodgson, Joris Vlieghe, Piotr Zamojski
Series Title: Debating Higher Education: Philosophical Perspectives
DOI: https://doi.org/10.1007/978-3-030-45019-9
Publisher: Springer Cham
eBook Packages: Education, Education (R0)
Copyright Information: Springer Nature Switzerland AG 2020
Hardcover ISBN: 978-3-030-45018-2Published: 23 July 2020
Softcover ISBN: 978-3-030-45021-2Published: 24 July 2021
eBook ISBN: 978-3-030-45019-9Published: 22 July 2020
Series ISSN: 2366-2573
Series E-ISSN: 2366-2581
Edition Number: 1
Number of Pages: IX, 171
Number of Illustrations: 1 b/w illustrations
Topics: Educational Philosophy, Philosophy of Education, Higher Education