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ERIC Number: EJ1023146
Record Type: Journal
Publication Date: 2014-May
Pages: 16
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0309-8249
Guattari's Ecosophy and Implications for Pedagogy
Greenhalgh-Spencer, Heather
Journal of Philosophy of Education, v48 n2 p323-338 May 2014
Guattari's ecosophy has implications for many types of pedagogy practiced in the school. While Guattari never explicitly advocated the educational use of ecosophy, I explore in this article how it can be used as a lens to "read" pedagogy in nuanced ways, highlighting oppressive premises and practices. I first discuss Guattari's ecosophy, defining key terms and advocating ecosophy as a philosophy that calls attention to the interactions and "parts" of assemblages of existence--a philosophy radical and encompassing enough to make intelligible the dynamic connections between various fields of existence, trajectories into the new, and trajectories more destructive in nature. I then offer a "reading" of two different pedagogical strategies that have achieved a wide following in the last few decades: direct instruction, and critical pedagogy. Reading these pedagogies through ecosophy allows us to name more fully the troubling assumptions and lacunae to be found within them.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A