Spectres of Theory and History Teaching. A Mexican Case in Graduate Curriculum for Educational Researchers

Buenfil, Rosa Nidia

doi:10.1080/0030923990350206

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“…Educational policies have not been enthusiastic in encouraging such translation either (Buenfil, 1999). Once one realises how crucial this is and becomes animated about doing this translation, however, one can help in bridging this gap and in demonstrating the fruitfulness of these philosophical debates for educational matters.…”

Section: Practical Examplesmentioning

confidence: 99%

Negativity: a Disturbing Constitutive Matter in Education

Burgos¹

2004

J Philosophy of Education

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This paper comments on 'Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice, Theory and Research' by Dietrich Benner and Andrea English. Negativity is a disquieting ghost for teachers, educational researchers, administrators and other professionals of this field, including those involved in the design of policy. First, I make some remarks in response to the essay by Benner and English in order to draw attention to the importance of dealing with negativity. Second, I introduce a further problematisation of negativity: I deal with the practical issues that emerge from the conceptual reactivation of negativity and the possible consequences that result from this in the context of teaching graduate seminars. I am especially concerned with the ways in which negativity is inscribed in the process of knowledge production (that is, research), and in the possible consequences of subscribing to one or the other concept of negativity (teleological negativity, parasitic negativity, and relational negativity as the sine qua non condition for any ontology). Lastly, I raise some points for discussion with regard to certain possible consequences of the use of one or another notion of negativity in teaching and research.Negativity seems to be somehow disquieting for teachers, educational researchers, administrators and other professionals of this field, not least those concerned with the design and development of policy. This is only one of the salient reasons for celebrating Dietrich Benner and Andrea English's 'Critique and Negativity: Towards the Pluralisation of Critique in Educational Practice, Theory and Research'. The issues raised by negativity, taken as a problematic field, are several and different in kind. My discussion will be organised in three sections. The first is devoted to Benner and English's essay, and concerns the importance of dealing with negativity. The second introduces a further problematisation of negativity, dealing with the practical issues that emerge from the conceptual reactivation of negativity and the possible consequences that result from this in the context of teaching graduate seminars. 1 I am especially

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Section: Practical Examplesmentioning

confidence: 99%

Negativity: a Disturbing Constitutive Matter in Education

Burgos¹

2004

J Philosophy of Education

View full text Add to dashboard Cite

show abstract

Spectres of Theory and History Teaching. A Mexican Case in Graduate Curriculum for Educational Researchers

Cited by 1 publication

References 0 publications

Negativity: a Disturbing Constitutive Matter in Education

Negativity: a Disturbing Constitutive Matter in Education

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