Eduardo Duarte Philosophy of Education Lecture 7: Culture is Liberation

Eduardo Duarte Lecture 7: Culture is Liberation Links to Lecture (there are two takes) Take 1: Take 2:
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  Eduardo Duarte, ProfessorHofstra UniversityPhilosophy of Education Fall 2015Eduardo Duarte Lecture 7 !ulture is Li"eration Lin#s to lectures $there are 2 distinct %ta#es&' Take1:   https((soundcloud)co*(user2+0+-0("eration Take 2: /vervie of Lecture  The lecture is organized by an eisegetical reading of an excerpt from Nietzsche’s “Schopenhauer as Educator,” and takes us into the third and nal part !act" of this semester’s course of study that has been taken up #ith undergraduate and graduate philosophy of education students$ %irst listening, then thinking, and no# making &ia the poetic praxis of dialogue$ Together these three constitute learning$ The title of lecture ' is taken from a fragment from Nietzsche, #ho gets us under#ay in this third and nal part of our course of study$ “(ulture is liberation,” Nietzsche #rites, “an outstreaming of light and #armth, thegentle nocturnal rain)the perfecting of nature)” *nd #ith this #e areunder#ay, anticipating our turn to +aulo %reire and the ontological &ocation for freedom that mo&es us into the proect of building a learning community$ -t is the .building of the learning community,’ in fact, that organizes this ' th  lecture, insofar as the /uestion under examination arises from desire to understand the conditions for the possibility of responding to the ontological &ocation for freedom aka the call to learning$ The in/uiry into the conditions for the possibility of, rst, hearing the call to learning, and, next, responding to the call, immediately confronts the /uestion concerning the building of the learning community, #here, it is claimed, #e #ill culti&ate the &ery culture that Nietzsche is referring to #hen he claims that “culture is liberation$” This ' th  lecture begins by returning to the point of departure for this semester’s course of study, the frieze depicting Socrates recei&ing his nal call to .make music$’ 0ith our iconic imagein the background #e reread the opening lines from -rigaray’s “1istening, Thinking, Teaching,” and remind oursel&es of her criti/ue of contemporary educational practices that, she claims, remain close to the tradition initiated by Socrates #ith the exception that #e are no longer taking up his struggle to “build a ne# culture$” To take up this struggle, she insists, #e must “in&ent a ne# logic” of learning that is organized around the desire for transcendence into becoming$ *nd here is #here the ' th  lecture picks up #here the 2 th  lecture left o3, namely, #ith the insights gained from a close reading of 4eidegger’s  essay, “5n the Essence of Truth,” #here thinking #as understood to beprompted by srcinary listening, or listening to the primordial beginning, the unfolding of 6eing as 6ecoming$ Thinking is the proper perception of 6ecoming, a perception that turns us to#ard possibility$  Thinking is the perception of ceaseless nati&ity, and this perception is the ground from #hich learning /ua dialogue unfolds, both the dialogue bet#een me and my7self ! eme emauto " and the dialogue bet#een my7self and others$ 4ere in the ' th  lecture the dialogue bet#een my7self and others is identied as the poetic praxis that buildsthe community of learning$ Transcendence is thus not only the singular transcendence of the persona, the self7o&ercoming the indi&idual #ho percei&es the presence of becoming as the presencing of possibility, but also and at the same time the collecti&e transcendence of the learning collecti&e$ 8 nb: 4ere - am #orking out claims - make in my essay, “1earning by 9amming,” published in  Art’s Teaching, Teaching’s Art  $ !Springer: ;<=>"? also Nietzsche’s reading of Socrates, #hich - take up in my paper “%eeling the %unk: Taking @p Nietzsche’s +rophecy of a Ausic7Aaking +hilosophy,” takes up the rst half of the ' th  lectureB$ Fall Semester Theme: Listening, Thinking, Learning  -n this course #e #ill explore #hat is entailed in learningphilosophically, or &ia philosophy$ 5ur thesis in this course is thatlearning happens dialogically at the place #here the person or  persona appears &ia sound or  persono, or   in7and7through the ongoingmakingCformation of a person &ia dialogue$ -n this sense, aphilosophical education is a #ay of describing the ongoing gro#th of the human person, in the aesthetic sense in #hich #e talk about a#ork of art being made, or, specically, in the #ay that music is made$4ence, our take7o3 point and heuristic is the e&ocation made toSocrates: “make music, and #ork at it$” * philosophical education isthus a form of music7making philosophy$ 4o# does music7makingphilosophy happenD 5ur #orking thesis: the mo&ement happens &ia adialectic of listening: listening  thinking F listening$ 5ur course #ill be organized in large part around the challengesset forth by 1uce -rigaray in her essay “1istening, Thinking, Teaching”$-n that essay -rigaray argues that the contemporary historical demandsthat educators nd a #ay to in&ent a .ne# logic’ based on listening andthinking$ -rigaray insists that #e ha&e to “/uickly adopt anotherlogic)8andB relin/uish a certain #ay of being molded by our past logic,in order to reach another #ay of 6eing$” !-rigaray, ;<<G, ;HG" Thiscourse #ill test -rigaray’s thesis by making a philosophical explorationof the complex relationship bet#een listening and thinking$
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