Towards a Posthuman Theory of Educational Relationality
Towards a Posthuman Theory of Educational Relationality
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走向后人类教育关系理论
DOI：
10.4324/9781351044196
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发表时间：
2018
影响因子：
1
通讯作者：
Simon Ceder
中科院分区：
文献类型：
--
作者：
Simon Ceder
本文基于当前学术界和公众对教育中教师和学生角色的争论，探讨了教育哲学视野中的教育关系。在批判性地考察了教育关系理论的主体间性方法之后，我将主体中心主义和主体中心主义（教师/学生）定位为上述方法的两个有问题的方面。这些方面与各种人文思想有着深刻的联系。相反，我转向后人类哲学，更具体地说，我提出后人类中心主义和内部关系作为一个理论框架。因此，衍射被认为是一种适当的后人类方法论，它可以关联地阅读文本和记忆故事，以发展新的想法。所使用的理论和方法主要受到后人类女性主义哲学家凯伦·巴拉德和唐娜·哈拉维的启发。本文的主要贡献在于提出并发展了一种后人类的教育关系理论--教育关系性。主要的分析是透过对教育关系的主体间性理论与后人类哲学的衍化阅读而进行的，并归纳出五个共同概念。第一个共同发展的概念是无常，这意味着教育关系和世界是不断运动的。作为关系的独特性提出，独特性出现关系，而不是连接到一个单一的人类主体。接近性描述了关系的密切程度，这是道德的，物质的和感性的。教育活动是教育在教育关系中的定位。最后，可理解性被认为是一种后人类的学习方法。共概念是教育关系理论的概念化。我以两个教育实例为基础，识字狗和增强现实技术，通过共同概念和附加的后人类哲学来阅读这些概念。通过这些例子提供的分析表明，即使非人类是教育关系的一部分，在日常实践中使用所提出的理论及其共同概念的潜力。
Based on an ongoing debate—academic as well as public—regarding the roles of the teacher and the student in education, this thesis explores educational relations within the field of philosophy of education. After critically examining intersubjective approaches to theories of educational relations, I localize anthropocentrism and subject-centrism (teacher/student) as two problematic aspects of the aforementioned approaches. These aspects are deeply connected with various humanistic ideas. Instead, I turn to posthuman philosophy and more specifically, I propose post-anthropocentrism and intra-relationality as a theoretical framework. Diffraction is hereby suggested as an appropriate posthuman methodology that reads texts and memory stories relationally in order to develop new ideas. The theory and methodology used are mainly inspired by posthuman feminist philosophers Karen Barad and Donna Haraway. The main contribution of the thesis is introducing and developing a posthuman theory of educational relations, which is called educational relationality. The main analysis is executed through a diffractive reading of intersubjective theories on educational relations and posthuman philosophy, resulting in five co-concepts. The first co-concept developed is impermanence, which means that educational relationality and the world are constantly in movement. Uniqueness-as-relationality proposes that uniqueness appears relationally, rather than connected to a single human subject. Proximity describes the closeness of relationality, which is ethical, material, and sensible. Edu-activity is where education is located according to educational relationality. Finally, intelligibility is suggested as a posthuman approach to learning. The co-concepts conceptualize the theory of educational relationality. I ground these concepts with two educational examples, literacy dogs and augmented reality technology, which are read through the co-concepts and additional posthuman philosophy. The analysis provided through these examples demonstrates the potential of using the proposed theory and its co-concepts in everyday practices, even when nonhumans are a part of the educational relation.
性别问题
DOI：
--
发表时间：
2004
期刊：
Contemporary Thought(Seido-sha) vol.32, no.11
影响因子：
--
作者：
Takemura;K.
通讯作者：
K.