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ERIC Number: EJ1139763
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0013-1857
Two Premises and One General Hypothesis for the Analysis of the Educational Present
Aquino, Julio Groppa
Educational Philosophy and Theory, v49 n7 p672-680 2017
Contemporary research in the field of Foucauldian studies on education have pointed to a growing imbrication between educational practises and neoliberal ideas. The problematization of such scenario would lead to two premises, grounded on a general hypothesis for the analysis of the educational present. The first premise: nowadays, the educational or, to be more precise, educationalizing practises--since they would not deal only with the schooling effort, but also with the diffusion of a great number of pedagogical initiatives of non-formal character--consists in an efficient rationality of governing of oneself and others. The second premise is that such educationalizing movement consists not only in the expression but also in the typical modus operandi of the current governmentalization processes, which aim at a large-scale administration of the multiplicity of populations now in terms of a lifelong educatibility for the citizens. These two premises sustain the hypothesis that the present educational practises do not restrict themselves to the mere condition of reiterative apparatus of imperatives extrinsic to them, but have in fact cemented themselves as a generative locus of the veridiction/subjectivization games capable of overrunning the whole social space.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A