The contribution focuses on Neo-Confucian texts as collected by Zhu Xi and Lü Zuqian and is a look from the ‘outside’, from the perspective of German theories of Bildung. It aims at demonstrating that among other insights that today’s readers may gather from Neo-Confucian literature, one aspect protrudes from others: that learning can be considered as a virtue—even a meta-virtue—a form of life and mode of self-formation of the person. It does not seem exaggerated, from this perspective, to state that (...) Neo-Confucian philosophy is—to a large extent—a philosophy of learning and self-transformation which offers fruitful irritants for questioning the widespread habits of thinking about skills and their development in today’s strong and problematic discourses and corresponding educational policies. (shrink)

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Despite the dramatic traumas and enormous physical losses associated with many catastrophes, it is undeniable that catastrophes also function as dynamic powers that drive the development and transf...

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In this paper, I wish to offer insight into the role of paradox in teaching. I will do so by analyzing teachers’ everyday work, taking a qualitative approach and constructing a small-scale empirical study. Philosophically, my attempt is framed by Heidegger’s thought. Drawing from research data, I argue the following: paradoxes and dilemmas are the very basis of teaching, and a teacher cannot see paradoxes and dilemmas if she/he has already made an choice of disengagement from the profession. Stated otherwise, (...) the sense of dependency, laceration, and even helplessness experienced by teachers I met and interviewed are not occasional or unwanted outcomes, but rather the very nature of the ethics of teaching. The rationale of teaching – curricula, objectives, and learning outcomes – is framed by teachers’ intentionality, namely, by teachers’ ‘being thrown’ and involved in leaving teaching situations. Teachers are simultaneously thrown into the projecting and understanding that co... (shrink)

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This paper considers the place of freedom in discussions of the aims of education. Bearing in mind remarks of R.S. Peters to the affect that the singling out of aims can ‘fall into the hands of rationalistically minded curriculum planners’, it begins by considering the views of Roland Reichenbach regarding Bildung and his account of this in ateleological terms. The particular place of freedom is examined in the light of the writings of Martin Heidegger and Jean-Luc Nancy. The meaning of (...) education in terms of ‘the leap of freedom’ is discussed. This opens the way to an account of education that is different from classical notion of educational aims. Finally, in the leap of freedom, educational practices are considered as a form of translation. (shrink)

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In his article Potentialism and the experience of the new, Jasinski argues for the use of a potentialist approach in education by relating it to a line of thought that starts with Dewey and is fulfilled by Agamben and Lewis. Although the reading that Jasinski offers on potentialism is interesting, his understanding of Dewey is problematic. In this paper, I argue that much of what Jasinski claims as worthy of pursuit in education is already contained in the Deweyan questions of (...) newness, openness, and radical possibility. Even the Agambenian notion of ‘coming community’ falls under a Deweyan understanding of society and democracy, which, in Deweyan thought, always exist in suspension and connectedness. Given such premises, the idea of education that emerges from Deweyan thought is that of a leap. The question regarding what education is and entails is left radically open by Dewey, for education belongs to the not-yet. (shrink)

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The existence of a plurality of communities, a diversity of norms, and the ultimate contingency of all decisions in modern societies complicates the task of academics and practitioners who wish to be ethical. In this paper, we envisage and articulate a dialogical, communitarian approach to embedding business ethics that requires business ethicists to more reflexively engage with practitioners in working on and representing the normative criteria that people in organisations use to deal with moral dilemmas in business. We promote the (...) idea that business ethicists should not only cross the divide between normative ethics and empirical research, but also take a step beyond the empirical to become more active change agents. As potential exemplars of this approach in practice, we explore how self-critique and cross-disciplinary collaboration in education and teaching might be used by academics to engage current and future business ethicists, as well as managers, in dialogic partnership. In an organisational context, we also propose a three-part approach to embedding reflexive ethics in practice, through dialogic research, debate, and re-presentation of ideas. We contend that our approach has more efficacy than the traditional grand theories of ethics or more focused theories of business ethics, such as Integrated Social Contract Theory; it has the potential to provide more grounded, and therefore more practical, advice to academics, current and future business ethicists, and business practitioners. (shrink)

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ABSTRACT In this paper we discuss the potential of digital games to create meaningful educational experiences that contribute to the learning of ethics in higher education Science, Technology, Engineering and Mathematics degrees. We describe the design of a new digital ethics game with a focus on the challenges we encountered when applying existing theoretical frameworks for educational games and propose ways to address these challenges. We contend that existing design frameworks fail to account for the ‘wickedness’ of ethical problems – (...) i.e. their inconclusive, complex, and sometimes inherently contradictory nature – as they are centred around consequentiality and consistent game-system feedback to players’ actions. Drawing from a Deweyan account of the ‘educative experience’ we seek to contribute to a domain-adequate theory of transformational experience and transformational play in the context of educational ethics game design. (shrink)

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