Subjecting Ourselves to Madness: A Maori Approach to Unseen Instruction

Autor/in	Mika, Carl
Titel	Subjecting Ourselves to Madness: A Maori Approach to Unseen Instruction
Quelle	In: Educational Philosophy and Theory, 53 (2021) 7, S.719-727 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mika, Carl)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1761326
Schlagwörter	Educational Philosophy; Pacific Islanders; Ethnic Groups; Self Concept; Teaching Methods; Learning Processes; Metacognition; Psychological Patterns; Foreign Countries; New Zealand + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Ethnie; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Neuseeland
Abstract	Where does the object or idea begin, and where does it end as 'unseen' (and how do both those states of being provoke our thinking)? There is scope in Maori philosophising to think of the seen object or its idea in various ways, including as materially constituting the self and the rest of the world; as incomplete for a mental representation; as constituted in itself by the unseen (and thus not symbolic of any division between seen and unseen); and as co-constitutional with nothingness and presence. The possibilities of the seen object are several, especially if the concept of 'seen' is understood as immediately determined by its other. This paper considers the consequences of the seen and unseen and the illogical in Maori thought for 'teach-learn' and in particular for the translation of teach-learn as 'ako' in the Maori language. It also discusses some possibilities for the term 'porangi', which is often quoted in relation to 'madness' but has deeper metaphysical potential that combines the reality of gloom/unseen alongside a heady potential. I refer to this phenomenon as 'giddying abjection' and turn it towards unpicking the certainty that ako as teach-learn replicates. Porangi can refer to self-derision, and I take certain statements of mine and destabilise them from their certainty. In that act I hope to show that students and scholars could follow a similar path with their own statements and, in so doing, subject their own utterances to madness. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01