This article asks the questions, what is “philosophy as a method?” how can it be conceptualized and what are its genealogies? and what role might it play in the liminal spaces of the intersections of ...philosophy, methodology, and education? It further aims to perform philosophy as a method through a rereading of the histories of the intersections of philosophy, education, and methodology. In doing so, it also utilizes philosophy as method as a means for undertaking a much-needed critique of the current turns to new ontologies, posthumanism, and new empiricism.
Perhaps it is our responsibility to protect the post-qualitative methodologies rather than trying to rush them or use them without any substantial reading or thinking; and as such exposing them and ...categorizing, and analyzing them. Perhaps there is a need for a radical renewal of methodological responsibility, of not wanting to discover and turn every stone, whether for curiosity or for academic credit. To do so, it is our responsibility to divest ourselves of our egotistical anthropocentrism, of our deep methodological habits of seeing ourselves as those who rule the paradigms and methodologies, and focus on openness and responsibility as we chart our methodological futures.
This article suggests a theoretical lens of “mundane abjection” as a new conceptualization of liminality as a methodologically and humanistically transformative concept. Thinking with Julia ...Kristeva’s post-structural conception of the subject as “always in-process,” this article traverses the inherent and transformative element of abjection in relation to the perceived ontological challenges of methodological liminalities. It posits liminality as a potentiating conceptual space for new ontologies in relation to the human “I.” Throughout, the performance, that is the occurrence, of mundane abjection is illustrated as a critical, revelatory and necessary process within this ontological transformation of methodology and the human “I.”
A substantial proportion of Italian students are unaware of the connection between what they learn at school and their work opportunities .This proportion would most likely increase if data were ...collected today, given the generation of a broad range of new jobs that has arisen due to advancements in technology. This gap between students’ understanding of what they learn at school and its application to the broader world—the society, the economy and the political sphere—suggests there needs to be a rethinking of how teaching and learning at school is conceived and positioned. To help students to approach ongoing social and economic transformations, the Italian Educational Ministry (MIUR) has endorsed a school–work interchange program which, aligned with the principle of open schools, aims to provide students with work experience. It is within the scope of this initiative that we have tested high school students with remote sensing (RS) from space projects. The experience-based approach aimed to verify students’ openness to the use of satellite data as a means to learn new interdisciplinary skills, to familiarize themselves with methodological knowledge and, finally, to inspire them when choosing a university or areas of future work. We engaged three cohorts, from 2017, 2018 and 2019, for a total of 40 h each year, including contact and non-contact time. The framework of each project was the same for the three cohorts and focused on the observation of Earth from space with a specific focus on wildfires. However, the initiative went beyond this, with diverse activities and tasks being assigned. This paper reports the pedagogical methods utilized with the three cohorts and how these methods were transformed and adapted in order to improve and enhance the learning outcomes. It also explores the outcomes for the students, teachers and family members, with respect to their learning and general appreciation.
There was not one, singular childhood in socialist Czechoslovakia, but many and diverse, plural, childhoods. Spanning over 40 years (1948–1989), the Czechoslovak communist governance produced diverse ...conceptualisations of childhoods that remain often invisible, unexplored, and the current analyses are at best sketchy and refer mostly to pedagogical nuances of strong ideological pedagogical struggles. One way to explore such an abundance of historical data in a short journal article is to utilise a somewhat personal narrative of a child. This dialogic approach allows the strong presence of the voice of a child, re-told from an adult’s perspective, and it methodologically justifies an approach to thinking and theorising of socialist childhoods through Vaclav Havel’s (1985; 1989; 1990) theoretical thinking that has been utilised in philosophy of education previously (see Tesar, 2015e). There are also other examples of complex and thorough analyses of socialist childhoods in other countries (see for example Aydarova et al, 2016), and theoretical thinking about the socialist child as a foreigner to its own land, can be done through Kristeva’s lens (Arndt, 2015).
This Handbook focuses on enquiries and investigations into the everyday lives of young children in the age range of birth to 8 years of age, giving space to their voices and involving interrogations ...about the various aspect of their lives. It engages with the interdisciplinary field of childhood studies, education, cultural studies, ethnography, and philosophy.
Strangers, Gods, and monsters are all names for the experience of alterity and otherness within and amongst us. We need monsters in our lives. In this paper we use philosophy as a method to explore ...language, developmental and cultural instabilities, and terrifying (and discursive) monstrosity located within children's literature and childhood contexts. Philosophy as a method serves as an engagement, an ethical relationship with monstrous thoughts, and as an opening to the philosophical thinking of everyday practices of childhood play (i.e., through objects, practices, language, text, and images). Alongside and through cute, creepy and sublime notions of monsters in children's literature children become monsters-monsters become children. We draw from Derrida's notions of hospitality and hostility and Deleuze and Guattari's deterritorialization of minor literature as well as from literature on monsters, monstrosities, and ugliness. We argue that different representations of childhood monstrosity can help educators and other adults to see the 'productive' in childhood otherness, to consider the always present 'childhood undecidable' (simultaneous presence of cute and creepy) and the generative in infinitely unknown and unrecognizable childhood objects and discourses.
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