A Contribution to the Author Meets Critics Session: Tyson Lewis’s Walter Benjamin’s Antifascist Education

Studies in Philosophy and Education -     

The Fascist Seduction of Narrative: Walter Benjamin’s Historical Materialism Beyond Counter-Narrative

This essay introduces Walter Benjamin’s historical materialism to illuminate how history teachers may invoke a critique of the past and present through democratizing the production of knowledge in the classroom. Historical materialism gives students access to the means of knowledge production and entrusts them with the task of generating a critique of politics though encounters with historical objects. The rise of the alt-right, alternative facts, and fake news sites necessitates social studies methods that intervene into the fascist seductions of narrative in history. A Benjaminian pedagogy emphasizes reading practices that acknowledge the political layers of history inscribed within the objects. This generates space for forms of pessimism and dialectic critiques of barbarism that students may experience with history beyond the teacher’s capacity for understanding. In the name of democracy over fascism, the article adds a political critique to students’ historical and critical thinking skills.     

Community Narrative as a Borderlands Praxis: Anzaldúa’s Mestiza Consciousness as Explored in Cortez’s Sexile

Journal of Medical Humanities - I apply Gloria Anzaldúa’s “borderlands theory” to Jamie Cortez’s Sexile, an HIV/AIDS prevention publication created as a...     

Marx and God with anarchism: on Walter Benjamin’s concepts of history and violence

The article analyses relationships between profane and religious illumination, materialism and theology, politics and religion, Marxism and Messianism. For Walter Benjamin, every second is “the small gateway in time through which the Messiah might enter”. This is the starting point in the reading of Benjamin’s works, where we confront various liaisons and couplings of radical politics and messianic events. Through the reading of Benjamin and through the analysis of his conceptions of history and time, the article addresses the question what is possible in the world.     

On Educating While Hoping for the Impossible: Gabriel Marcel’s Absolute Hope as a Rejection of Educational Instrumentalism

Over the last 20 years, there has been an increase in philosophical inquiries of hope both in philosophy of mind and of virtue as well as in the philosophy of education. This paper wishes to add to this discussion by presenting the analysis of hope by French existentialist philosopher and theologian Gabriel Marcel and examining its possible contribution to educational practices and beliefs. As one of the very few modern, systematic accounts of hope, Marcel’s provocative conception of it and his critique of its common “technical” use could prove promising when applied to educational theory and practice. Following Marcel, I argue that in hope we find a complex and possibly contradictory view of the future: as a result of planning and technical problem-solving on one hand, and on the other, as an inclination towards the mysterious and radically unexpected. I suggest that maintaining educational hope within the tension between the planned and the unexpected, and specifically rejecting a complete disenchantment of the educational act, could help in securing education from being reduced to instrumental training and socializing, opening it up to new and unimaginable possibilities.     

Language Subjects: Placing Derrida’s Monolingualism in Global Education

Studies in Philosophy and Education - Derrida’s autobiographical and philosophical text Monolingualism of the Other; or, the Prosthesis of Origin is a partial recounting of his own childhood...     

Believing in one’s equal rights: Self-respect as a predictor of assertiveness

In the present research self-respect is defined as a person’s ability to see the self as someone who has the same basic rights and dignity as others. Self-respect fills a gap in previous theorizing on the self because unlike other self-concepts it can be linked to assertiveness and claim making. Self-respect was empirically distinguished from self-competence and self-confidence (Study 1) as well as from psychological entitlement, self-esteem and self-acceptance (Study 2). Self-respect predicted assertive responses above and beyond these other self-scales in two correlational studies (Studies 1 and 3) and one experiment (Study 2). As predicted, self-respect was not related to aggressive responses, but psychological entitlement was (Studies 2 and 3). Implications for future research are discussed.     

Achieving “Narrative Flow”: Pre-Medical Education as an Essential Chapter of a Physician’s Story

This article explores the disconnection between what pre-professional students expect from college and what their undergraduate education might foster, between the focus on "getting into medical school" and the development of humanistic physicians. It reviews the longstanding challenge inherent in helping pre-meds acquire not only sufficient scientific background but also well-developed interpersonal skills to help them understand patients' experience of illness and their own interactions with other members of the health care team. Clinical experiences from the NEH Institute are interpreted from the perspective of a pre-med advisor who also teaches literature; they are also incorporated into an undergraduate course on literature about illness.     

Overcoming the Problems of ‘Difference’ in Education: Empathy as ‘Intercorporeality’

In this paper I am concerned with the notion of empathy and its capacity for overcoming the problem of difference in social life. The concept of empathy has a long history in the Western philosophic tradition but has become discursively submerged in recent times. I am particularly interested in what philosophies of the body may contribute to our understanding of empathy. Psychoanalytic feminism provides some insights. However I identify Merleau-Ponty's conception of body-subject and the intersubjective encounter as offering a potentially more fruitful account of empathy.     

A Material and Practical Account of Education in Digital Times: Neil Postman’s Views on Literacy and the Screen Revisited

In this article I deal with the impact of digitization on education by revisiting the ideas Neil Postman developed in regard with the omnipresence of screens in the American society of the 1980s and their impact on what it means to grow up and to become an educated person. Arguing, on the one hand, that traditionally education is profoundly related to the initiation into literacy, and on the other hand, that the screen may come to replace the book as the prevailing educational medium, Postman’s theses are worth reconsidering. Moreover I propose to develop further one strain of thought in Postman’s work, viz. the interconnectedness of technological inventions, material practices and ideas regarding what education is all about. As such I analyse in great detail the differences between traditional and digital literacy by looking from a material and practical perspective at how we relate to books and screens. This is not a normative analysis, but one that aims at fleshing out differences in spaces of experience. As such I wind up with suggestions regarding the affordances that a new form of literacy, no longer based on the model of the book, might bring about.     

Peirce on Education: Discussion of Peirce’s Definition of a University

I write this short essay in response to Peirce, as a feminist, pragmatist, and cultural studies scholar, in the hope that it will help to bring feminism and pragmatism together. I suggest that Peirce offers marginalized and colonized people a way to argue for the importance of their input, with his theory of fallibilism, even if he still claims a position of privilege. He also offers assistance through his concept of “a community of inquirers.” It is curious that Peirce’s definition of a university argues for a split between theory and practice that his earlier work sought to heal. Peirce opened a door to help diverse scholars be able to enter the university, and find a way to address issues of power, with his youthful connecting of theory to practice, that his more senior position draws our attention away from and seeks to hold off. Fortunately, it is too late. Peirce’s youthful pragmatism has been developed in important ways by other scholars and now serves as an example of a way to do philosophy that does connect theory to practice and does seek to address real problems in diverse peoples lives, and help to find solutions that effect change.     

Between womanhood as ideal and womanhood as a social practice: women’s experiences in the Church organisation in Poland

Using the conceptual framework proposed by Susan Sered and institutional gender theories, this article analyses the relationship between the symbolic and idealised image of femininity with which Catholic women working in the organisations of the Roman Catholic Church in Poland identify themselves and practices of femininity in the structures of Church institutions. I locate the difficulties experienced by women in the Church in realising this symbolic image of femininity. At the same time, I identify the strategies taken by women as ways of dealing with the difficulties and as practices of achieving normative femininity in unfavourable circumstances. I analyse three types of strategies: sacralising difficulties and experienced barriers, familiarising relationships in the Church, and affirming femininity. The article examines the content of interviews conducted between 2012 and 2015 with 31 laywomen working in Church organisations in 15 dioceses in Poland and in the Episcopal Conference, who held three types of positions: office workers/secretaries, professionals, and directors.     

Adolescents’ Change in Motivation as a Result of Buddhist Education: How Does It Make a Difference in Their Learning Outcomes?

Motivation significantly influences students’ learning outcomes. Changing their learning motivation improves their performance. This study used an exploratory sequential mixed methods approach, with the participation of 140 adolescents attending retreats at three Zen monasteries belonging to the Truc Lam (Bamboo Forest) Zen sect, to examine how they changed their motivation, what made them change, and how the change improved their learning outcomes. The study also evaluated the effect of gender and age on changes in motivation. The results indicated that many teenagers had changed from extrinsic to intrinsic motivation thanks to Dharma lessons, teacher support, and leisure activities. Compared to students who maintained their extrinsic motivation unchanged, they had better learning outcomes. Age, but not gender, had a considerable effect on changes in teenagers’ motivation. These findings provide more evidence for extending Buddhist education and conducting further research on young Buddhist learners’ motivation in various contexts.     

Education in Theory and Practice: Derrida’s Enseignement Supérieur

Studies in Philosophy and Education - This essay analyzes Derrida’s questioning of the relationship between “Theory and Practice” in his recently published seminar of...     

Branding ‘Canadian Experience’ in Immigration Policy: Nation Building in a Neoliberal Era

This paper examines the branding of ‘Canadian experience’ in Canadian immigration policy as a rhetorical strategy for neoliberal nation-building. Since 2008, the Canadian government has introduced an unprecedented number of changes to immigration policy. While the bulk of these policies produce more temporary and precarious forms of migration, the Canadian government has mobilized the rhetoric of ‘Canadian experience’ as a means to identify immigrants who carry the promise of economic and social integration. Through a critical discourse analysis of Canadian print media and political discourse, we trace how the brand of Canadian experience taps into the affective value of national identity in an era of global economic insecurity. We also illustrate how the discourse of Canadian experience (CE) remains ideologically deracialized, such that the government’s embrace of CE as an immigrant selection criterion dismisses the discriminatory effects that this discourse is shown to have for racialized immigrants in Canada.     

Qeauty and the books: a response to Lewis’s quantum sleeping beauty problem

In his 2007 paper “Quantum Sleeping Beauty”, Peter Lewis poses a problem for the supporters’ of the Everett interpretation of quantum mechanics appeal to subjective probability. Lewis’s argument hinges on parallels between the traditional “sleeping beauty” problem in epistemology and a quantum variant. These two cases, Lewis argues, advocate different treatments of credences even though they share important epistemic similarities, leading to a tension between the traditional solution to the sleeping beauty problem (typically called the “thirder” solution) and Everettian quantum mechanics. In this paper I examine the metaphysical and epistemological differences between Lewis’s two cases, and, in particular, I show how diachronic Dutch book arguments support both the thirder solution in the traditional case and the Everettian’s solution in the variant case. These Dutch books, I argue, reveal an important disanalogy between Lewis’s two cases such that Lewis’s argument does not reveal an inconsistency in either the Everettian’s or the thirder’s assignment of credences.     

Behind Our I’s: Grief and Loss in the Poetry of Li-Young Lee

This article uses Kenneth R. Mitchell and Herbert Anderson’s (1983) six modalities of grieving as presented in Donald Capps’ (1993) The Poet’s Gift to bring a pastoral theological perspective to bear on Li-Young Lee’s Behind My Eyes (2008), a collection of thirty-nine poems. In specifically focusing on Lee’s poem “To Hold,” it makes the case for a seventh grieving modality, that of preemptive loss. Employing Mitchell and Anderson’s distinction between faithful and unfaithful grieving, it argues that preemptive loss is an unfaithful form or expression of grieving, and notes the irony and sadness in this regard, as this unfaithful response to grief is informed by what is widely considered to be a faithful Judeo–Christian perspective, rooted in the inescapable sinfulness of humanity.