Teaching Dissent: Epistemic Resources from Indian Philosophical Systems

Autor/in	Baindur, Meera
Titel	Teaching Dissent: Epistemic Resources from Indian Philosophical Systems
Quelle	In: Educational Philosophy and Theory, 55 (2023) 6, S.696-706 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2021.1997740
Schlagwörter	Dissent; Educational Philosophy; Teaching Methods; Foreign Countries; Critical Thinking; Advocacy; Psychological Patterns; Altruism; Learning Processes; Teacher Student Relationship; Persuasive Discourse; Ethics; Folk Culture; Story Telling; Buddhism; Mythology; Cultural Differences; India + Suchen Sie Ihr Suchwort? Dissens; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Kritisches Denken; Sozialanwaltschaft; Altruistic behavior; Altruismus; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Persuasion; Persuasive Kommunikation; Ethik; Buddhismus; Mythologie; Kultureller Unterschied; Indien
Abstract	How does one teach dissent in a classroom which is a disciplinary space? As a pedagogue whose work is to instil philosophical and critical thinking in students, in this article I reflect on the modalities of teaching dissent versus teaching about dissent. While it is very possible that teaching about dissent may create a model for students to emulate, teaching dissent must involve a proactive learning process within the classroom that may depend on the ethical and compassionate stand of the teacher. I draw from Indian philosophical traditions of argumentation and the tradition of debate and teaching to posit a methodology of two forms of dissent called Vimati, intellectual dissent and Upeksha, performative dissent. One notes that conceptualisations such as doubt, questioning, evidence, and advocacy are some of the epistemic ideas from Indian philosophical systems that can be adapted to contemporary pedagogy. Additionally, a form of performative dissent that involves 'turning away' from norms becomes a form of performative dissent. Such dissent is described through texts as practices in the lived worlds of people in the stories of epics and folk traditions. Finally, I conclude with similar concepts gleaned from contemporary thinkers in India to emphasise the ethical values of compassion and love that make teaching dissent possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01