Résumés
Abstract
What do we mean by the word “education”? How do others know what we mean when the term is under constant revision? Do we even need definitive answers in order to speak meaningfully of it? This paper attempts to explore the potential for education’s meaningfulness via attention to its ordinary usages. In order to justify the need to be attentive to the specific instance of use, I will explore the closing down of conceptual meaning represented by acts of definition. In taking a closer look at what definitions of education try to do when they are articulated, I will follow a line of argument from Cora Diamond that the definition and explanation of a term can constitute a deflection from the difficult “reality” of educational discourse, a reality that poses its own problems in turn, but also should not be ignored. Attending to “education” as a word that appears with particular meanings in particular instances reveals the richness of the various forms it can assume. I describe this as a conceptual aesthetics of education.
Parties annexes
Bibliography
- Gibbs, A. (2019). Seeing education on film: A conceptual aesthetics. Basingstoke: Palgrave Macmillan.
- Bauer, N. (2015). How to do things with pornography. Cambridge, MA. Harvard University Press.
- Beran, O. (2018). “Give me an example”: Peter Winch and learning from the particular. Nordic Wittgenstein Review, 7(2), 49–75.
- Biesta, G. (2013). The beautiful risk of education. Boulder: Paradigm Publishers.
- Bradley, F. H. (1876). Ethical studies. London: Oxford University Press.
- Carver, R. (1981). What we talk about when we talk about love. In What we talk about when we talk about love (pp. 170–185). New York: Vintage.
- Cavell, S. (1978). What becomes of things on film? Philosophy and Literature, 2(2), 249–257.
- Cavell, S. (2002). Must we mean what we say? A book of essays. Cambridge: Cambridge University Press. First published 1969.
- Chinnery, A. (2019). Toward a bold agenda for moral education. Philosophical Inquiry in Education, 26(2), 117–123.
- Crary, A. (2007). Beyond moral judgment. Cambridge, MA: Harvard University Press.
- Croce, B. (1995). Guide to aesthetics. Indianapolis: Hackett Publishing.
- Dewey, J. (1916). Democracy and education: An introduction to the philosophy of education. New York: Macmillan.
- Diamond, C. (1988). Losing your concepts. Ethics, 98(2), 255–277.
- Diamond, C. (2003). The difficulty of reality and the difficulty of philosophy. Partial Answers: Journal of Literature and the History of Ideas, 1(2), 1–26.
- Diamond C. (2021). Suspect notions and the concept police. In M. Balaska (Ed.), Cora Diamond on Ethics. London: Palgrave Macmillan.
- Foucault, M. (1984). What is Enlightenment? In P. Rabinow (Ed.), The Foucault reader (C. Porter, Trans.) (pp. 31–50). New York: Pantheon.
- Hume, D. (2008). An enquiry concerning human understanding. Oxford: Oxford University Press.
- Kant, I. (1998). Critique of pure reason. Cambridge: Cambridge University Press.
- Laverty, M. (2006). Philosophy of education: Overcoming the theory-practice divide. Paideusis: Journal of the Canadian Philosophy of Education Society, 15(1), 31–4.
- Laverty, M. (2010). Learning our concepts. Journal of Philosophy of Education, 43(1), 27–40.
- Nietzsche, F. (1999). On truth and lying in a non-moral sense. In The birth of tragedy and other writings. Cambridge: Cambridge University Press.
- Nietzsche F. (2007). On the genealogy of morality and other writings. Cambridge: Cambridge University Press.
- Peters, R. S. (1973). Authority, responsibility and education. New York: Eriksson.
- Peters, R. S. (1974). Ethics and education. Oxford: George Allen & Unwin.
- Rees, R. (2006). Wittgenstein and the possibility of discourse. Cambridge: Cambridge University Press.
- Scheffler, I. (1978). Conditions of knowledge: An introduction to epistemology and education. Chicago: University of Chicago Press.
- Scheffler, I. (2010) In praise of the cognitive emotions. New York: Routledge.
- Tasioulas, J. (2021, January 28). The inflation of concepts. Aeon. Retrieved from https://aeon.co/essays/conceptual-overreach-threatens-the-quality-of-public-reason
- Williams, B. (1978). Bernard Williams. In B. Magee (Ed.), Men of ideas: Some creators of contemporary philosophy. London: British Broadcasting Corporation.
- Wittgenstein, L. (1967). Zettel (G. E. M. Anscombe and G. H. von Wright, Eds. & G. E. M. Anscombe, Trans.). Oxford: Basil Blackwell.
- Wittgenstein, L. (1980). Remarks on the philosophy of psychology, vol. 2. Oxford: Blackwell.
- Wittgenstein, L. (2009). Philosophical Investigations, 4th ed. (P. Hacker and J. Schulte, Trans.). Wiley-Blackwell.
10.7202/1071434ar