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Eduardo Duarte Philosophy of Education Lecture 8: Receiving the Ontological Vocation

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Eduardo Duarte Lecture 8: Receiving the Ontological Vocation Link to Lecture https://soundcloud.com/user2603690/eduardo-duarte-philosophy-of-education-lecture-8-hearing-the-ontological-vocation Overview of Lecture This lecture transitions from
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  Eduardo Duarte, ProfessorHofstra UniversityPhilosophy of Education Fall 2015Eduardo Duarte Lecture 8 Receiving the Ontological Vocation Lin! to Lecture"vervie# of Lecture  This lecture transitions from Nietzsche to Freire, from “culture asliberation” to the “pedagogy of liberation” The preceding lecture !asorganized around the Fragment from Nietzsche" #culture is liberation$one thing is above all certain" these ne! duties are not the duties of asolitary% on the contrary, they set one in the midst of a mightcommunity held togetherby a fundamental idea &t is thefundamental ideal of culture , insofar as it sets for each of us but onetas'" to promote the production of the philosopher, the artist and thesaint within us and without us and thereby to work at the perfecting of nature. # (ith the transition into Freire !e ta'e up an e)emplar of   poetic praxis , the category that mar's the third moment in our studyof learning (ith Freire*s problem+posing education !e encounter apra)is of learning that ta'es o from the ontology of -eing .ua-ecoming Freire describes it in the follo!ing manner" “/roblem+posing education a0rms men and !omen as being in the process of  becoming  1 as un2nished, uncompleted beings in and !ith a li'e!iseun2nished reality$The un2nished character of human beings and thetransformational character of reality necessitate that education be anongoing activity 3ducation is thus constantly remade in pra)is &norder to be , it must become. ” 4Freire, 567 The lecture has thisdescription in the bac'ground as !e attempt to unpac' learning as thepra)is that responds to !hat Freire calls “the ontological vocation” forfreedom, a pra)is that must be enacted, embodied via a dialogue thatta'es us into the clearing, !here, as 8eidegger tells us, !e encounterthe essence of truth as freedom     Fall Semester Theme: Listening, Thinking, Learning &n this course !e !ill e)plore !hat is entailed in learningphilosophically, or via philosophy Our thesis in this course is thatlearning happens dialogically at the place !here the person or  persona appears via sound or  persono, or   in+and+through the ongoingma'ing9formation of a person via 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 tal' about a!or' of art being made, or, speci2cally, in the !ay that music is made8ence, our ta'e+o point and heuristic is the evocation made to:ocrates" “ma'e music, and !or' at it” ; philosophical education isthus a form of music+ma'ing philosophy 8o! does music+ma'ingphilosophy happen< Our !or'ing thesis" the movement happens via adialectic of listening" listening = thin'ing > listening Our course !ill be organized in large part around the challengesset forth by ?uce &rigaray in her essay “?istening, Thin'ing, Teaching”&n that essay &rigaray argues that the contemporary historical demandsthat educators 2nd a !ay to invent a @ne! logic* based on listening andthin'ing &rigaray insists that !e have to “.uic'ly adopt anotherlogic$AandB relin.uish a certain !ay of being molded by our past logic,in order to reach another !ay of -eing” 4&rigaray, CDDE, CE7 This  course !ill test &rigaray*s thesis by ma'ing a philosophical e)plorationof the comple) relationship bet!een listening and thin'ing
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