Education in Times of Fast Learning: The Future of the School

Autor/inn/en	Masschelein, Jan; Simons, Maarten
Titel	Education in Times of Fast Learning: The Future of the School
Quelle	In: Ethics and Education, 10 (2015) 1, S.84-95 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-9642
DOI	10.1080/17449642.2014.998027
Schlagwörter	Educational Principles; Educational Practices; Educational Philosophy; Educational Theories; Innovation; Social Change; Educational History; Educational Development; Intellectual History; Educational Change; Role of Education; Institutional Mission; Educational Objectives + Suchen Sie Ihr Suchwort? Bildungsprinzip; Bildungspraxis; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Sozialer Wandel; History of education; Bildungsgeschichte; Bildungsentwicklung; Geistesgeschichte; Bildungsreform; Bildungsauftrag; Educational objective; Bildungsziel; Erziehungsziel
Abstract	Against the background of the many attacks on the school as being outdated, alienating, ineffective and reproducing inequalities we offer a morphological understanding of the school as distinguished from functionalist understandings (sociological or economical perspectives in terms of functions and roles) and idealistic understandings (philosophical ones in terms of "ideas of education"). Our educational morphology approaches the school as a particular scholastic "form of gathering" i.e. a particular time-space-matter arrangement (including concrete architectures, technologies, practices and figures) that deals in a specific way with the new generation, allows for a particular relation to the world, and for a particular experience of potentiality and of commonality (of making things public). We elucidate how this form performs particular operations of suspension, profanation and formation of attention and how these operations imply a slowing down and an opening of future. Finally, we emphasise the potentially revolutionary character of the scholastic form and discuss contemporary attempts at taming or neutralising the school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01