Reference : Institutional pedagogy for an autonomous society: Castoriadis & Lapassade
Scientific journals : Article
Arts & humanities : Philosophy & ethics
http://hdl.handle.net/2268/207264
Institutional pedagogy for an autonomous society: Castoriadis & Lapassade
English
[fr] La pédagogie institutionnelle pour une société autonome : Castoriadis & Lapassade
Wustefeld, Sophie mailto [Université de Liège > Département de philosophie > Philosophie morale et politique >]
Sep-2018
Educational Philosophy and Theory
Blackwell
50
10
936-946
Yes (verified by ORBi)
International
0013-1857
1469-5812
[en] Castoriadis ; Education ; Autonomy ; Institutional Pedagogy ; Democracy
[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.
http://hdl.handle.net/2268/207264
10.1080/00131857.2016.1266923

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