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Showing all 6 results
Direct linkLanas, Maija; Zembylas, Michalinos – Studies in Philosophy and Education, 2015
This paper makes a case for love as a powerful force for "transforming power" in our educational institutions and everyday lives, and proposes that "revolutionary love" serves as a moral and strategic compass for concrete individual and collective actions in critical education. The paper begins by reviewing current…
Descriptors: Intimacy, Educational Philosophy, Politics, Critical Theory
Zembylas, Michalinos – Studies in Philosophy and Education, 2012
The present essay discusses the value of citizenship as shared fate in sites of ethnic conflict and analyzes its implications for citizenship education in light of three issues: first, the requirements of affective relationality in the notion of citizenship-as-shared fate; second, the tensions between the values of human rights and shared fate in…
Descriptors: Civil Rights, Altruism, Conflict, Citizenship Education
Zembylas, Michalinos – Studies in Philosophy and Education, 2009
How can educators and their students interrogate the ethics and politics of suffering in ways that do not create fixed and totalized narratives from the past? In responding to this question, this essay draws on J. M. Coeetze's "Disgrace," and discusses how this novel constitutes a crucial site for bearing witness to the suffering engendered by…
Descriptors: Grief, Racial Segregation, Ethics, Novels
Zembylas, Michalinos; Fendler, Lynn – Studies in Philosophy and Education, 2007
In this article, we critique two theoretical positions that analyze the place of emotions in education: the psychological strand and the cultural feminist strand. First of all, it is shown how a social control of emotions in education is reflected in the combination of psychological and cultural feminist discourses that function to govern one's…
Descriptors: Rhetoric, Social Control, Self Control, Feminism
Zembylas, Michalinos – Studies in Philosophy and Education, 2005
Using insights from the tradition of "via negativa" and the work of Emmanuel Levinas, this paper proposes that unknowability can occupy an important place in teaching and learning, a place that embraces the "unknowable" in general, as well as the "unknowable Other," in particular. It is argued that turning toward both "via negativa" and Levinas…
Descriptors: Ethics, Role, Educational Practices, Teacher Attitudes
Peer reviewedZembylas, Michalinos – Studies in Philosophy and Education, 2003
Describes the new dynamic found in exploring the role of discourse of discursive structures and normative practices through which teaching is figured and practiced. Develops an account that creates this new dynamic and encourages a missing conversation in the areas of emotions in teaching by discussing how sociopolitical and cultural aspects…
Descriptors: Community Colleges, Psychological Needs, Psychological Patterns, Self Actualization
