Institutional pedagogy for an autonomous society: Castoriadis & Lapassade

[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 :

Issue :

Pages :

936-946

Peer reviewed :

Peer Reviewed verified by ORBi

Available on ORBi :

since 11 February 2017

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