The Meaning of Life: The Ontological Question Concerning Education through the Lens of Catherine Malabou's Contribution to Thinking

Autor/in	Peim, Nick
Titel	The Meaning of Life: The Ontological Question Concerning Education through the Lens of Catherine Malabou's Contribution to Thinking
Quelle	In: Educational Philosophy and Theory, 53 (2021) 10, S.1011-1023 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2019.1707659
Schlagwörter	Logical Thinking; Thinking Skills; Educational Philosophy; Educational Theories; Biology; Teaching Methods; Educational Change; Political Attitudes; Misconceptions; Advantaged; International Cooperation; Foreign Countries; Higher Education; Selective Admission; Social Capital; Cultural Capital; Critical Thinking; Institutional Mission; Metacognition; Phenomenology; China; United Kingdom + Suchen Sie Ihr Suchwort? Denkfähigkeit; Bildungsphilosophie; Erziehungsphilosophie; Educational theory; Theory of education; Bildungstheorie; Biologie; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Political attitude; Politische Einstellung; Missverständnis; Internationale Kooperation; Internationale Zusammenarbeit; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsselektion; Sozialkapital; Kritisches Denken; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Phenomenological psychology; Phänomenologie; Psychologie; Großbritannien
Abstract	This paper revisits the scope of Catherine Malabou's thinking as a development of the ontological turn in continental philosophy. It puts this excursion of thinking alongside an account of education in modernity as the apotheosis of biopower. It aligns biopower, as manifest in education, as form of 'technological enframing'. In this it challenges the dominant assumption that education is somehow, ultimately, independently of its manifest form, a force for good. Foregoing the idealist addiction to education as redemption, then, it sees Malabou's contribution as significant in terms of a fundamental, ontological rethinking of education and the social politics of our time. It is argued that Malabou's contribution offers a significant contribution to rethinking education as biopower and clearing away the dominant, redemptive myths of modern and contemporary ontotheology. This is a position never entertained in the field of philosophy of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01