ERIC Number: EJ924481
Record Type: Journal
Publication Date: 2007-Jul
Abstractor: As Provided
Reference Count: 69
Reframing Emotion in Education through Lenses of "Parrhesia" and "Care of the Self"
Zembylas, Michalinos; Fendler, Lynn
Studies in Philosophy and Education, v26 n4 p319-333 Jul 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 self effectively and efficiently. These discourses perpetuate an assumed divide between the rational and the emotional, and reinforce the existing power hierarchies and the status quo of stereotypes about the role of emotion in education. Then we use the Foucauldian notions of parrhesia and care of the self to suggest alternative ways of thinking about emotions in education. Instead of campaigning for one side or the other of the rational/emotional divide, we suggest that it may be more interesting and fruitful to examine the particular ways discourses of emotion in education construct their own brand of parrhesia.
Descriptors: Rhetoric, Social Control, Self Control, Feminism, Psychology, Psychological Patterns, Educational Practices, Connected Discourse, Daily Living Skills, Mental Health, Well Being
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Authoring Institution: N/A