Bearing with Strangers looks at inclusion in education in a new way, regarding education as a discipline with practical and theoretical concepts and criteria which emanate from education and schooling itself. By introducing the notion of the instrumental fallacy, it shows how this is not only an inherent feature of inclusive education policies, but also omnipresent in modern educational policy. It engages schooling through an Arendtian framework, constituted by and in a specific practice with the aim of mediating between generations. It outlines a didactic and pedagogical theory that presents inclusion not as an aim for education, but as a constitutive feature of the activity of schooling.
Drawing on the work of Hannah Arendt, the book offers a novel and critical perspective on inclusive education, as well as a contribution to a growing literature re-engaging didactic and pedagogical conceptions of teaching and the role of the teacher. Schooling is understood as a process of opening the world to the young and of opening the world to the renewal that the new generations offer. The activity of schooling offers the possibility of becoming attentive toward what is common while learning to bear with that which is strange and those who are strangers. The book points to valuable metaphors and ideas – referred to in the book as ‘pearls’ – that speak to the heart of what schooling and teaching concerns.
Bearing with Strangers will be of great interest to academics, researchers and post-graduate students in the fields of philosophy of education, inclusive education and educational policy.
Preparing to not speak by speaking a little
Arendt’s educational writings
What is schooling?
What is teaching?
What is a teacher?
What is a student?
Final remarks (Speaking once more about inclusion)
This book series is devoted to the exploration of new directions in the philosophy of education. After the linguistic turn, the cultural turn, and the historical turn, where might we go? Does the future promise a digital turn with a greater return to connectionism, biology and biopolitics based on new understandings of system theory and knowledge ecologies? Does it foreshadow a genuinely alternative radical global turn based on a new openness and interconnectedness? Does it leave humanism behind or will it reengage with the question of the human in new and unprecedented ways? How should philosophy of education reflect new forces of globalization? How can it become less Anglo-centric and develop a greater sensitivity to other traditions, languages, and forms of thinking and writing, including those that are not routed in the canon of Western philosophy but in other traditions that share the ‘love of wisdom’ that characterizes the wide diversity within Western philosophy itself. Can this be done through a turn to intercultural philosophy? To indigenous forms of philosophy and philosophizing? Does it need a post-Wittgensteinian philosophy of education? A postpostmodern philosophy? Or should it perhaps leave the whole construction of 'post'-positions behind?
In addition to the question of the intellectual resources for the future of philosophy of education, what are the issues and concerns that philosophers of education should engage with? How should they position themselves? What is their specific contribution? What kind of intellectual and strategic alliances should they pursue? Should philosophy of education become more global, and if so, what would the shape of that be? Should it become more cosmopolitan or perhaps more decentred? Perhaps most importantly in the digital age, the time of the global knowledge economy that reprofiles education as privatized human capital and simultaneously in terms of an historic openness, is there a philosophy of education that grows out of education itself, out of the concerns for new forms of teaching, studying, learning and speaking that can provide comment on ethical and epistemological configurations of economics and politics of knowledge? Can and should this imply a reconnection with questions of democracy and justice?
This series comprises texts that explore, identify and articulate new directions in the philosophy of education. It aims to build bridges, both geographically and temporally: bridges across different traditions and practices and bridges towards a different future for philosophy of education.