Europe, Continental Philosophy and the Philosophy of Education

On what might a comparative discussion of philosophy of education that takes Europe as one of its terms be based? This paper begins by addressing the complexity that attaches to the name ‘Europe’ in this context in order to lay the way for a more detailed consideration of so-called ‘Continental’ philosophy—specifically of poststructuralism. It makes reference to the ways in which the work of poststructuralist thinkers has often been interpreted in ‘postmodern’ educational theory and seeks to reveal certain errors in this regard. Distinctions are drawn between postmodernity, postmodernism and poststructuralism, illustrating the last of these in terms of two influential strands of thought drawn from Levinas and Nietzsche, and indicating their value for education. In conclusion, some brief remarks are offered regarding the institutionalization of philosophy of education in Europe

Towards an Economy of Higher Education

This paper draws a distinction between ways thinking and acting, and hence of policy and practice in higher education, in terms of different kinds of economy: economies of exchange and economies of excess. Crucial features of economies of exchange are outlined and their presence in prevailing conceptions of teaching and learning is illustrated. These are contrasted with other possible forms of practice, which in turn bring to light the nature of an economy of excess. In more philosophical terms, and to expand on the picture, economies of excess are elaborated with reference, first, to the understanding of alterity in the work of Emmanuel Levinas and, second, to the idea of Dionysian intensity that is to be found in Nietzsche. In the light of critical comment on some current directions in policy and practice, the implications of these ways of thinking for the administrator, the teacher and the student in higher education are explored

<第一回連続講演会論文>Uncommon Schools : Stanley Cavell and the Teaching of Walden

Thoreau's Walden is a text that has been misinterpreted in various ways, one consequence of which is a failure to appreciate tis significance as a perfectionist and visionary text for education. This paper explores aspects of what might be called its teaching, especially via the kind of teaching that is offered by Stanley Cavell's commentary, The Senses of Walden. Walden is considered especially in the light of its conception of language as the "father-tongue" and of the ideas of continual rebirth and departure that are associated with this. References to teaching and learning abound in the book, but it is Thoreau's specific reference to the need for "uncommon schools" that provides a focus for the present discussion

Something sacred to our culture: Rene Arcilla's liberal education

The present discussion is motivated by a broad sympathy for the educational commitments that run through René Arcilla's Wim Wenders's Road Movie Philosophy (2020). His framing of these commitments is imaginative, as is the invitation to Wenders’ films that the book provides. It is, however, with attention to the figures of the frame and the line that I call into question some aspects of the account, especially regarding its conceptions of time and narrative, and of the relation of the photographic still to the moving image. While appreciative of Arcilla's faith in education and of the importance of film in this, I endeavour to show that a liberal education can be more broadly and more practically conceived than Arcilla is ready to suggest. I try to show how this might be done

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特集I : 京都大学大学院教育学研究科 ユニバーシティ・カレッジ・ロンドン教育研究所 国際合同授業 （2022年2月5日-7日, オンライン）“Thinking about Education through Film”, International Collaborative Course, Graduate School of Education, Kyoto University and UCL IOE (February 5-7, 2022, Online

Prototype and innovation : case studies in the evolution of fixed-use development

Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Architecture, 1988, and Thesis (M.S.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1988.Includes bibliographical references.by Paul David Sehnert, Baird McCargo Standish.M.S

Ytterbium doped nano-crystalline optical fiber for reduced photodarkening

We report suppression of photodarkening in Yb-doped nano-crystalline fibers in silica host. The photodarkening induced loss reduced by 20 times compared to Yb-doped aluminosilicate fibers. The laser efficiency of the nano-crystalline fiber was 79%

El pensamiento crítico en crisis. Una reconsideración pedagógica en tres movimientos

El objetivo de este artículo es poner en crisis el tratamiento dominante que recibe la actividad del pensamiento crítico en el ámbito educativo. En concreto, se van a proponer una serie de tres variaciones en el modo de considerar el elemento «crisis» dentro de la conceptualización y práctica del pensamiento crítico. En primer lugar, se propone ofrecer una imagen más real del ser humano, para quien sus dudas e incertidumbres continuas están permanentemente entreveradas y mezcladas. En segundo lugar, se plantea revalorizar la función de la imaginación mostrando su dificultad para ser enseñada a través de una serie de pasos preestablecidos. En tercer lugar, se sugiere valorar más el modo en que los problemas se elaboran, y no solo la perspectiva de cómo llegamos a solucionarlos. El artículo termina proponiendo que la mejor vía para desarrollar un pensamiento más auténticamente crítico es la transmisión de un contenido disciplinar rico en ideas e inserto en una tradición sujeta al diálogo y el debate continuos.</p

La Pensée Critique en Crise. Une Reconsidération Pédagogique en Trois Mouvements

The objective of this article is to put in crisis the dominant approach that critical thinking receives in the field of education. In particular, a series of three variations will be proposed in the way of considering the element of «crisis» within the conceptualization and practice of critical thinking. Firstly, a more real image of the human being is proposed, for whom his doubts and continuous uncertainties are permanently interwoven and mixed. Secondly, the function of the imagination is proposed to be revalued, showing how difficult is to teach it through a series of pre-established steps. Thirdly, it is suggested more value should be granted to the way in which problems are elaborated, and not focus exclusively on how we come to solve them. The article ends by proposing that the best way to develop a more authentically critical thinking is the transmission of disciplinary contents rich in ideas and inserted in a tradition subject to continuous dialogue and debate.El objetivo de este artículo es poner en crisis el tratamiento dominante que recibe la actividad del pensamiento crítico en el ámbito educativo. En concreto, se van a proponer una serie de tres variaciones en el modo de considerar el elemento «crisis» dentro de la conceptualización y práctica del pensamiento crítico. En primer lugar, se propone ofrecer una imagen más real del ser humano, para quien sus dudas e incertidumbres continuas están permanentemente entreveradas y mezcladas. En segundo lugar, se plantea revalorizar la función de la imaginación mostrando su dificultad para ser enseñada a través de una serie de pasos preestablecidos. En tercer lugar, se sugiere valorar más el modo en que los problemas se elaboran, y no solo la perspectiva de cómo llegamos a solucionarlos. El artículo termina proponiendo que la mejor vía para desarrollar un pensamiento más auténticamente crítico es la transmisión de un contenido disciplinar rico en ideas e inserto en una tradición sujeta al diálogo y el debate continuos.L’objectif de cet article est de mettre en crise le traitement dominant qui reçoit l’activité de pensée critique dans le domaine de l’éducation. En particulier, une série de trois variantes sera proposée à fin de reconsidérer l’élément «crise» dans la conceptualisation et la pratique de la pensée critique. Premièrement, il est proposé d’offrir une image plus réelle de l’être humain, pour qui ses doutes et ses incertitudes continues sont entremêlés et mélangés en permanence. Deuxièmement, il est proposé de réévaluer la fonction de l’imagination en montrant sa difficulté à être enseigné à travers une série d’étapes préétablies. Troisièmement, il est suggéré de valoriser davantage la manière dont les problèmes sont élaborés, et non seulement se concentrer sur la manière dont nous arrivons à les résoudre. L’article conclut en proposant que la meilleure façon de développer une pensée plus authentiquement critique est la transmission d’un contenu riche en idées et inséré dans une tradition portée à un dialogue et un débat continus