Todd, Sharon
(2014)
A subtle pedagogy: a response to Megan Laverty.
Ethics and Education, 9 (1).
pp. 54-57.
ISSN 1744-9642
Abstract
Before I begin, I wish to thank Megan Laverty for what I see as a gracious paper, one that
opens up some difficult questions for education while allowing room for hope to pursue the
task in which all of us are engaged in our daily lives. Laverty has undertaken here a kind of
instruction of sorts. She states the importance of what she calls instructional scepticism for
the field of philosophy of education, and for the practice of education more generally. Her
instruction entails a commitment to the project of education through the acknowledgement
of its paradoxes and its impossibilities. Casting a Deweyan eye over the educational
landscape, Laverty concentrates on the active, social nature of what it is we do in schools
and classrooms. Her view builds upon an initial tracing of conceptual differences within
the field of philosophy of education, based on the ‘call to be practical’ and in so doing
refuses to reassert the very tired divisions between analytic and continental philosophy and
between modern rationalism and poststructuralism. Terms, which to my mind, are
practically useless and theoretically flawed, as they only serve to stifle thought as opposed
to opening up the ground for new questioning. Laverty instead redefines the call to be
practical in such a way as ‘to make explicit the ethical, aesthetic, and existential
dimensions of education’
| Item Type: |
Article
|
| Keywords: |
subtle; pedagogy; response; Megan Laverty; |
| Academic Unit: |
Faculty of Social Sciences > Education |
| Item ID: |
8545 |
| Identification Number: |
https://doi.org/10.1080/17449642.2014.890326 |
| Depositing User: |
Prof. Sharon Todd
|
| Date Deposited: |
01 Aug 2017 16:36 |
| Journal or Publication Title: |
Ethics and Education |
| Publisher: |
Taylor & Francis |
| Refereed: |
Yes |
| URI: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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