Oxymoroning Education: A Poem about Actualizing Affect for Public Good
Oxymoroning Education: A Poem about Actualizing Affect for Public Good
复制标题
矛盾的教育：一首关于实现公益的诗
作者：
A. Reinertsen
矛盾修饰法是一个自相矛盾或不协调的词或词组，如拜伦勋爵（Lord Byron，1788-1824）在其讽刺史诗《唐璜》中的诗句； “忧郁的欢乐”，矛盾修饰法是一种为了达到效果而使用的修辞和警句手段，常常揭示悖论。我在这里追求的效果是情感的实现；影响力使教育作为一种公共利益具有相关性和实用性。矛盾修饰是知识转化为经验的直接边缘，因此是一种访问 X 情感力量的原始主观水平的方法。前缀 proto 表示第一个、原始的或最早的。我问我们如何才能成为彼此在物质上可识别的主体，以及如何从机械的教育方法转变为更加机械的教育方法。这种改变的观点不会夺走我的力量或情感力量。此外，人们试图从模仿转向想象的抽象是否足够抽象？我的目标是扩展我们社会和自然可持续发展的教育理念。它意味着一种多样性的教育哲学，准备支持和加入组织和教育学的创造性多元化，同时抵消组织和教育学的预先确定和控制的多元化。这首诗的首要贡献是政治性、务实性和伦理性的，涉及通过参与多义模糊性，从代际和代内的角度构建教育的主体性，将儿童视为一个知识渊博、可联系的集体。最终，对孩子的看法是我们衡量教育质量的首要指标。对于教育者来说，最重要的是培养印象温柔，以满足孩子的表达。
An oxymoron is a self-contradicting or incongruous word or group of words as in Lord Byron’s (1788–1824) line from his satirical epic poem Don Juan; “melancholy merriment”, An oxymoron is a rhetorical and epigrammatic device for effect, often revealing paradox. The effect I aim for here is the actualization of affect; affect made relevant and useful for education as a public good. Oxymoroning as an immediate edging of knowledge into experience, hence a way to access a proto subjective level of the affective power of X. The prefix proto indicating the first, original or earliest. I ask how we can become materially identifiable subjects for one another and what would it take to move from a mechanistic approach to education to a more machinic one. It is a view of change that does not steal my powers or affective force away. Furthermore, are the abstractions one attempts to move from imitation to imagination abstract enough? I aim for expansions in our educational rationales for social and natural sustainability. It implies an educational philosophy of multiplicity ready to support and join a creative pluralism of organization and pedagogies and simultaneously counteract predetermined and controlling pluralism of organization and pedagogies. The overarching contribution of this poem is political, pragmatic and ethical and concerns the constitution of subjectivity for education in inter- and intra-generational perspectives through taking part in polysemantic ambiguity, envisioning a modest view to the child as a knowledgeable and connectable collective. Ultimately, a view of the child is our primary measurement indicator for educational quality. The competence most important to develop for educators is impression tenderness in order to meet the expressions of the child.