Reading, engagement and higher education

Aldridge, David

doi:10.1080/07294360.2018.1534804

Cited by 18 publications

(9 citation statements)

References 24 publications

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“…The emphasis on ‘sensibilities’ refers to the ‘enthusiasms, aversions, inclinations, resistances, tolerances, prejudices, susceptibilities, credulities and so on’ of both students and teachers (p. 57). The ‘subtle dance’ analogy (which I have developed elsewhere, with some inspiration from Marielle Macé, as a ‘pas de deux’—see Aldridge, ; Macé, , p. 19) suggests that ‘There is always an interplay , overt or tacit, direct or oblique, in educational practice’ (Hogan, , p. 58). Hogan's shift away from courtship results from ‘an emphasis that needs to be placed’ on the fact that ‘anything erotic must be ruled out from the start’ (p. 57).…”

Section: Eros Agape and Romance In The Educational Relationmentioning

confidence: 99%

Education's Love Triangle

Aldridge¹

2019

Journal of Philosophy of Education

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It has been acknowledged that education includes ‘a love of what one teaches and a love of those whom one teaches’ (Hogan 2010: 81), but two traditions of writing in philosophy of education—concerning love for student and love for subject—have rarely been brought together. This paper considers the extent to which the ‘triangular’ relationship of teacher, student and subject matter runs the risk of the rivalry, jealousy and strife that are characteristic of ‘tragic’ love triangles, or entails undesirable consequences such as transference from one intended object of love to another. It argues that this faultline in the literature of educational love corresponds to education's ‘divided heart’. The implication of this exploration of education's triangular relationship is that we cannot ignore the ‘dark of love’, nor can we address it simply by asserting that educational love must be of a more honourable sort than romantic love. These tensions can be reconciled through the loving recourse of ‘ceasing to strive’ and the possibility of sublimating the two originary loves into a higher ‘love of truth’.

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Section: Eros Agape and Romance In The Educational Relationmentioning

confidence: 99%

Education's Love Triangle

Aldridge¹

2019

Journal of Philosophy of Education

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“…Literacy thus entails a reflective stance with regard to the domain and one's ability to navigate it. In relation specifically to religious education, Aldridge (2015;2018a;2018b) has described the moment of understanding in nonpropositional terms as one of orientation or comportment, in which a student is oriented towards or takes a stance on a subject matter.…”

Section: An Educational Pointmentioning

confidence: 99%

Religious literacy: a way forward for religious education?

Hannam

Biesta

Whittle

et al. 2020

Journal of Beliefs & Values

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In this paper the central findings of a research project into religious literacy are presented. This project sought to answer the question as to whether or not religious literacy can be a way forward for religious education (RE). Starting with the idea of 'literacy', dominant approaches religious literacy in the literature are examined. An educational argument is developed, building on a definition of literacy in relation as being an effective navigation of a domain. At this point a question is raised about whether domains should be accepted as they are, or whether education needs also to work with students on the ability to raise critical questions about how domains are defined and policed. This moves the discussion from functional literacy towards critical literacy; highlighting the political dimension of literacy. By way of conclusion we consider what all this means for RE, and whether or not religious literacy can offer a way forward for RE.

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“…Yet he takes careful pains to exclude any notion of the erotic from the teacher–learner relationship that he comes to refer to as engaging in ‘imagination's heartwork’ ( ibid .). David Aldridge () also cautions against the role of eros in the educational relationship. Quite rightly he takes to task philosophers of education who charge educators with ‘prudishness’ for ‘downplaying eros and desire in the student‐teacher relation’ (p. 47).…”

Section: Respecting Boundariesmentioning

confidence: 99%

‘How Can We Know the Dancer from the Dance?’ Personal Concern and Sexual Desire in the Educational Relationship

Williams¹

2019

Journal of Philosophy of Education

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Drawing on both philosophical and imaginative sources, this article explores the profile of concern and caring in the teacher–learner relationship. Following a defence of the role of narrative in educational theory, the nature of the teacher–learner relationship and the role of concern in the relationship are addressed. The main part of the essay draws on the autobiographical fiction The Pupil: A Memory of Love by Irish author Monk Gibbon to demonstrate the process whereby shared passion for literature can become—on the part of the teacher—an obsessive sexual desire for the learner. Eschewing virtue‐signalling and moral grandstanding, the third and concluding part of the essay endeavours to explain the inappropriateness of the erotic in the teacher–learner relationship.

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Reading, engagement and higher education

Cited by 18 publications

References 24 publications

Education's Love Triangle

Education's Love Triangle

Religious literacy: a way forward for religious education?

‘How Can We Know the Dancer from the Dance?’ Personal Concern and Sexual Desire in the Educational Relationship

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