Human beings are described by many spiritual traditions as ‘blind’ or ‘asleep’ or ‘in a dream.’ These terms refers to the limited attenuated state of consciousness of most human beings caught up in patterns of conditioned thought, feeling and perception, which prevent the development of our latent, higher spiritual possibilities. In the words of Idries Shah: “Man, like a sleepwalker who suddenly ‘comes to’ on some lonely road has in general no correct idea as to his origins or his destiny.” In some religious traditions, such as Christianity and Islam, the myth of the ‘Fall from the Garden of Eden’ symbolizes the loss of the primordial state through the veiling of higher consciousness. Other traditions use similar metaphors to describe the spiritual condition of humanity:

The Human Condition.

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The Critique Of Pure Reason

Rebel Cities: From the Right to the City to the Urban Revolution

A study of Kant’s Critique of Judgment (1790). Our topics will include Kant’s motivations for a critique of judgment; principles of ‘reflective’ and ‘determining’ judgment; theory of aesthetic judgment, including epistemology and metaphysics of the beautiful and sublime; theory of genius; teleology in the critical philosophy—including harmony of the cognitive faculties, organisms, scope and limits of mechanical explanation, physicoand ethico-theology; the relation of ethics, aesthetics and teleology. A basic familiarity with Kant’s theoretical philosophy is presupposed.

Critique of Judgment

Languages of Art: An Approach to a Theory of Symbols

This paper explores the role of exemplarity in education through a conceptualisation of two different dimensions of exemplarity in educational practice. (1) Pedagogical exemplarity, which relates t...

Exploring the role of exemplarity in education: two dimensions of the teacher’s task

With a starting point in the tradition of geisteswissenschaftliche Padagogik, this article presents a challenge to inclusive education research to engage a Continental perspective on educational research. The motivation is to entice inclusive education researchers to begin to ask educational questions of inclusion, as opposed to inclusive questions of education. Recent years has seen a call to re-think inclusive education research and this paper attempts to answer this call by turning to a Continental perspective and the emphasis on an at least relative autonomy for the theory and practice of education. The article explores the relationship between Continental and Anglo-American educational theory, and why they seem to have developed in such distinct directions. Beginning with the Anglo-American perspective, it is outlined how pedagogy and the so-called educational interest became replaced by the scientific standards dominant in other academic disciplines. This is countered by a look at the contin...

Towards a shift in perspective for inclusive education research : a continental approach

This paper presents some initial findings of a double-sided study on collective research in inclusive education. The aim is to discuss how thinking on inclusive education can be produced and evolve ...

https://www.tandfonline.com/doi/pdf/10.1080/13603116.2018.1469680

Thinking and researching inclusive education without a banister : visiting, listening and tact as a foundation for collective research on inclusive education

This paper explores the concepts of commons and commoning from an educational vantage point. These concepts point to places and activities that are shared, communal and un-privatised, in other word...

https://www.tandfonline.com/doi/pdf/10.1080/00131857.2018.1485564

Education and the concept of commons. A pedagogical reinterpretation

Bearing with Strangers looks at inclusion in education in a new way, regarding education as a discipline with practical and theoretical concepts and criteria which emanate from education and schooling itself. By introducing the notion of the instrumental fallacy, it shows how this is not only an inherent feature of inclusive education policies, but also omnipresent in modern educational policy. It engages schooling through an Arendtian framework, constituted by and in a specific practice with the aim of mediating between generations. It outlines a didactic and pedagogical theory that presents inclusion not as an aim for education, but as a constitutive feature of the activity of schooling.

Drawing on the work of Hannah Arendt, the book offers a novel and critical perspective on inclusive education, as well as a contribution to a growing literature re-engaging didactic and pedagogical conceptions of teaching and the role of the teacher. Schooling is understood as a process of opening the world to the young and of opening the world to the renewal that the new generations offer. The activity of schooling offers the possibility of becoming attentive toward what is common while learning to bear with that which is strange and those who are strangers. The book points to valuable metaphors and ideas – referred to in the book as ‘pearls’ – that speak to the heart of what schooling and teaching concerns.

Bearing with Strangers will be of great interest to academics, researchers and post-graduate students in the fields of philosophy of education, inclusive education and educational policy.

Morten Timmermann Korsgaard

Papers

Exploring the role of exemplarity in education: two dimensions of the teacher’s task

Towards a shift in perspective for inclusive education research : a continental approach

Thinking and researching inclusive education without a banister : visiting, listening and tact as a foundation for collective research on inclusive education

Education and the concept of commons. A pedagogical reinterpretation

Bearing with Strangers: Arendt, Education and the Politics of Inclusion