TY - JOUR
T1 - Guattari's ecosophy and implications for pedagogy
AU - Greenhalgh-Spencer, Heather
PY - 2014/5
Y1 - 2014/5
N2 - Guattari's ecosophy has implications for many types of pedagogy practiced in the school. While Guattari never explicitly advocated the educational use of ecosophy, I explore in this article how it can be used as a lens to 'read' pedagogy in nuanced ways, highlighting oppressive premises and practices. I first discuss Guattari's ecosophy, defining key terms and advocating ecosophy as a philosophy that calls attention to the interactions and 'parts' of assemblages of existence-a philosophy radical and encompassing enough to make intelligible the dynamic connections between various fields of existence, trajectories into the new, and trajectories more destructive in nature. I then offer a 'reading' of two different pedagogical strategies that have achieved a wide following in the last few decades: direct instruction, and critical pedagogy. Reading these pedagogies through ecosophy allows us to name more fully the troubling assumptions and lacunae to be found within them.
AB - Guattari's ecosophy has implications for many types of pedagogy practiced in the school. While Guattari never explicitly advocated the educational use of ecosophy, I explore in this article how it can be used as a lens to 'read' pedagogy in nuanced ways, highlighting oppressive premises and practices. I first discuss Guattari's ecosophy, defining key terms and advocating ecosophy as a philosophy that calls attention to the interactions and 'parts' of assemblages of existence-a philosophy radical and encompassing enough to make intelligible the dynamic connections between various fields of existence, trajectories into the new, and trajectories more destructive in nature. I then offer a 'reading' of two different pedagogical strategies that have achieved a wide following in the last few decades: direct instruction, and critical pedagogy. Reading these pedagogies through ecosophy allows us to name more fully the troubling assumptions and lacunae to be found within them.
UR - http://www.scopus.com/inward/record.url?scp=84898620090&partnerID=8YFLogxK
U2 - 10.1111/1467-9752.12060
DO - 10.1111/1467-9752.12060
M3 - Article
AN - SCOPUS:84898620090
SN - 0309-8249
VL - 48
SP - 323
EP - 338
JO - Journal of Philosophy of Education
JF - Journal of Philosophy of Education
IS - 2
ER -