Article (Scientific journals)
Institutional pedagogy for an autonomous society: Castoriadis & Lapassade
Wustefeld, Sophie
2018In Educational Philosophy and Theory, 50 (10), p. 936-946
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Keywords :
Castoriadis; Education; Autonomy; Institutional Pedagogy; Democracy
Abstract :
[en] This article explores how George Lapassade’s institutional pedagogy meets the definition of ‘praxis’ formulated by Cornelius Castoriadis, as the activity creating reflective and deliberative subjects. Lapassade applies Castoriadis’s criticism of bureaucracy to transform the teacher-learners’ relationship and emphasises how self-governance group dynamics among learners facilitates learning in general and access to critical thinking in particular. Castoriadis’s concept of democracy as individual and collective autonomy demands an interpretation of equality as a dynamic process instead of as a state of social relations, both in politics and in classrooms. His understanding of politics as a matter of opinions rather than applied knowledge necessitates a questioning of how the relationship between politics and knowledge is presented in classrooms. The argument articulates two main themes: (1) authority and power both between adults and children and within class groups, and (2) the relationship between knowledge and politics, problematised by Castoriadis’s concept of truth.
Disciplines :
Philosophy & ethics
Author, co-author :
Wustefeld, Sophie ;  Université de Liège > Département de philosophie > Philosophie morale et politique
Language :
English
Title :
Institutional pedagogy for an autonomous society: Castoriadis & Lapassade
Alternative titles :
[fr] La pédagogie institutionnelle pour une société autonome : Castoriadis & Lapassade
Publication date :
September 2018
Journal title :
Educational Philosophy and Theory
ISSN :
0013-1857
eISSN :
1469-5812
Publisher :
Blackwell
Volume :
50
Issue :
10
Pages :
936-946
Peer reviewed :
Peer Reviewed verified by ORBi
Available on ORBi :
since 11 February 2017

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