For a Pedagogy of Ambivalence

Autor/in	Mamlok, Dan
Titel	For a Pedagogy of Ambivalence
Quelle	In: Philosophical Studies in Education, 51 (2020), S.129-138 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0160-7561
Schlagwörter	Teaching Methods; Educational Philosophy; Political Attitudes; Principals; Administrator Attitudes; Sense of Community; Educational Environment; Minority Group Students; Anxiety; Violence; Social Attitudes; Socialization; Critical Thinking; World Views; Social Control; Antisocial Behavior; Cultural Influences + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Political attitude; Politische Einstellung; Principal; Schulleiter; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Angst; Gewalt; Social attidude; Soziale Einstellung; Socialisation; Sozialisation; Kritisches Denken; World view; Weltanschauung; Soziale Kontrolle; Cultural influence; Kultureinfluss
Abstract	Reflecting on the current political atmosphere, the increasing incidents of hate speech and hate crimes, and the rampant mass shootings in the United States inevitably requires educators to consider ways to confront the divisive political zeitgeist and to help students recognize the intricate layers of political life. It is not surprising that a recent study in the U.S. found that nearly 9 percent of school principals (who participated in the study) reported that the contentious political environment negatively affected the sense of community in the school, and more than 80 percent reported that there is a great inflation of racial remarks in their schools. In general, the study found an increase of uncivil behaviors among students and a growing sense of fear and anxiety among students from minority communities. In this article, Dan Mamlok considers ambivalence, or "the state of having mixed feelings or contradictory ideas about something or someone," as a means for mitigating contentiousness and advancing a more critical understanding of political and social matters. Namely, in addition to being in the state of uncertainty, ambivalence encompasses a dilemma that is grounded in an opposite disposition toward something. Drawing from Bauman's accounts of ambivalence or, more exactly, the rejection of ambivalence by modernity, Mamlok considers the construction of the other. He first reviews some key ideas of Bauman's thoughts on modernity, ambivalence, and the other. He then focuses on two prime aspects of Bauman's theory: (1) The authority of knowledge in a liquid world; and (2) socializing and indoctrinating members of society. Mamlok contends that both aspects render pedagogical implications. He argues that realizing how the mechanism of knowledge has been shifted is crucial for galvanizing a pedagogy that will move beyond instrumental reasoning and allow students to develop a more critical worldview of social and cultural issues. (ERIC).
Anmerkungen	Ohio Valley Philosophy of Education Society. Web site: http://ovpes.org/?page_id=51
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01