Education as Free Use: Giorgio Agamben on Studious Play,Toys, and the Inoperative Schoolhouse

In this essay, I argue that the work of Giorgio Agamben provides us with a theory of studious play which cuts across many of the categories that polarize educational thought. Rather than either ritualized testing or constructivist playfulness, Agamben provides a model of what he refers to as studious play—a practice which suspends the logic of both ritual and play. In order to explore this notion of studious play, I first articulate Agamben’s fleeting remarks on the topic with an important problematic found in his early, literary work: transmission. If ritual transmits cultural traditions to ensure continuity with the past, and play as constructivist invention makes such transmission impossible, then studious play transmits transmissibility itself as a pure potentiality. Studious play accomplishes this peculiar educational task by suspending without destroying traditional things: laws, signs, and so on. I end the essay with a consideration of the ontological status of suspended things, arguing that they are transformed into toys via the action of study. Finally, I give a literary example of studious play found in Robert Walser’s novel Jakob von Gunten in which the school itself is imagined to be a kind of toy.     

Perceptual modification of sensitivity (d′): Modifying temporal resolution by the consistency of the spatial configuration

The major question in this study was whether perceptual modifications are basic alterations in a sensory system or changes in the S’s criterion. Four Ss were given prolonged training with a particular two-lined stimulus, deciding whether the stimulus had been presented in one continuous presentation or in two successive presentations with a temporal gap. The results confirmed the hypothesis, generated from modifications in visual cells, that the S’s sensitivity (d′) to a two-lined stimulus could be disrupted by the presentation of one original line with a new line. In contrast, two entirely new lines had little effect on the S’s sensitivity. A discussion of the results also indicated that temporal resolution must be a plastic process which depends on the consistency of the spatial configuration as well as temporal parameters.     

Muscular contribution to low-back loading and stiffness during standard and suspended push-ups

Push-up exercises are normally performed to challenge muscles that span upper extremity joints. However, it is also recognized that push-ups provide an effective abdominal muscle challenge, especially when the hands are in contact with a labile support surface. The purpose of this study was to compare trunk muscle activation levels and resultant intervertebral joint (IVJ) loading when standard and suspended push-ups were performed, and to quantify and compare the contribution of trunk muscles to IVJ rotational stiffness in both exercises. Eleven recreationally trained male volunteers performed sets of standard and suspended push-ups. Upper body kinematic, kinetic, and EMG data were collected and input into a 3D biomechanical model of the lumbar torso to quantify lumbar IVJ loading and the contributions of trunk muscles to IVJ rotational stiffness. When performing suspended push-ups, muscles of the abdominal wall and the latissimus dorsi were activated to levels that were significantly greater than those elicited when performing standard push-ups (p<.05). As a direct result of these increased activation levels, model-predicted muscle forces increased and consequently led to significantly greater mean (p=.0008) and peak (p=.0012) lumbar IVJ compressive forces when performing suspended push-ups. Also directly resulting from the increased activation levels of the abdominal muscles and the latissimus dorsi during suspended push-ups was increased muscular contribution to lumbar IVJ rotational stiffness (p<.05). In comparison to the standard version of the exercise, suspended push-ups appear to provide a superior abdominal muscle challenge. However, for individuals unable to tolerate high lumbar IVJ compressive loads, potential benefits gained by incorporating suspended push-ups into their resistance training regimen may be outweighed by the risk of overloading low-back tissues.     

Pedagogical imagination and practical wisdom: the role of success-narratives in teacher education and professional development

There is an increasing awareness that teaching is a practice where moral action is inseparable from pedagogical action, and where wise deliberation or reflection on what course of action to take as an educator is an important part of being a good teacher. This article focuses on rethinking the role of narratives as an articulation of such practical knowledge and the enrichment they might bring to a teacher’s pedagogical imagination. Working within a conceptual framework drawing on Schön and Aristotle, the study presents a group of narratives describing successful conflict resolution told by students at a newly launched teacher education program. These are discussed as part of a teachers practice repertoire and the argument is made that the local and personal repertoires of practitioners need to be complemented with elements from the repertoire of others, something systematic research into narratives of teaching in action can be part of.     

Education and the Immunization Paradigm

In this paper I chart the origins of modern day “biopedagogy” through an analysis of two historically specific figures of abnormality: the nervous child and the degenerate. These two figures form the positive (hygienic) and negative (eugenic) surfaces of biopolitics in education, sustained and articulated through the category of immunization. By analyzing the relation between the medical discourse of immunity and the practice of pedagogy, I will reveal how biopedagogy is predicated on a dialectical reversal of life into death and thus unsustainable for furthering social democracy. In conclusion, I begin to search for an affirmative notion of biopolitical education that is no longer predicated on the dialectics of immunization. For help in this project, I briefly suggest that a theory of natality helps to disentangle the promise of life from its negation in the form of educational eugenics and mental hygiene.