Creating the Conditions for Free Time in the Debt Economy: On Stealing Time in and through Education

Autor/in	Wozniak, Jason
Titel	Creating the Conditions for Free Time in the Debt Economy: On Stealing Time in and through Education
Quelle	In: Philosophical Inquiry in Education, 29 (2022) 2, S.117-131 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2369-8659
Schlagwörter	Educational Philosophy; Educational Experience; Leisure Time; Debt (Financial); Economic Factors; Educational Theories; Intellectual Development + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Bildungserfahrung; Freizeit; Ökonomischer Faktor; Educational theory; Theory of education; Bildungstheorie; Mental development; Geistige Entwicklung
Abstract	Philosophical discussions about leisure time often take place on an abstract level. But leisure time does not exist a priori to lived experience in concreate situations. Its existence, or the lack thereof, is often predicated on the material conditions of daily life. In this article the very real conditions of indebted life are the starting point for theoretical considerations on leisure time and education, and how education may or may not be an experience of leisure. Philosophers of education often leap to the emancipatory potential of conceptualizing education as a form of free time, before, or without, addressing the negations that stand in the way of this ideal becoming a reality. Conceptualizing education experience or schools as sites of leisure within the debt economy without first taking into consideration the ways in which debt negates leisure time leads to the production of education theories that only materialize into education realities on rare occasions. Thus, a central claim here is that education philosophers and practitioners must acknowledge the ways in which educational experiences are themselves conditioned, though not overdetermined, by the contemporary "debt economy." Building on, with adaptations, theories of scholé, I aim to show the reader that despite the ways in which educational experience is shaped by debt, educational experience can suspend debt's temporal force, providing momentary but much needed temporal respite from indebted life. (As Provided).
Anmerkungen	Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01