VOLUME 8(2) • 2020
Education and its Philosophy as Pandemic
ABSTRACT. Education and its contagion often get in each other’s way. Education, whatever the intentions of educators, often suffers from its contagious character, that is, from the fact that its often praiseworthy aspirations to transmission and dissemination turn education into a toxic social insti..
How to Continue Not Knowing What Is Right or Wrong Even in Times of Crisis
ABSTRACT. Digitization of our educational systems and programs has accelerated since the occurrence of COVID-19 pandemic. It feels like change or a chance to change. That there is no going back to what was, only a future to come. Through absence of what we are familiar with and forced breaks of habi..
Care versus Autonomy
ABSTRACT. Human autonomy always depends upon human relations. We must reconsider care as vital to the sustainability of human societies that have proved themselves not autonomous, but precarious and vulnerable. Caring for all must take precedence over negative freedom in grappling with COVID-19. pp...
On the Educative Potential of Reservoir Bats: Practices of Response-Ability for the Chthulucene
ABSTRACT. Arguably, ‘we’ (or at least those who take hearing for granted) are attending to the world more sensitively through sound, becoming more aware of its presence and absence: becoming more bat-like. Perhaps bats have propelled into existence new sonic-relationships for humans and are encourag..
A Message to You, Rudy: Hear Reason, or Nature Will Make You Feel Her
ABSTRACT. This article’s main takeaway is the importance of the question: Why did it take me so much time to realize that the pandemic is real? Cutting across the personal and the collective, the uncanny and the ordinary, the visceral and the rational, this article shows that our philosophies’ and o..
The Coronavirus Outbreak Calls for Cosmopolitan Responses
ABSTRACT. In many respects, we seem to be facing a virus that challenges how things stand in our world in all spheres of human and social life. We believe that it calls for a cosmopolitan response concerning what we can and should do to in order to respond responsibly to the outbreak, but also with ..
‘Digital Home Schooling’ During the Pandemic: Possibilities and Challenges
ABSTRACT. Facing the global pandemic, teachers are trying hard to sustain education online but, paradoxically, they could become dispensable when students take the decisive role in digital learning. In addition, digital learning easily deprives the embodied participation and humanness of the learnin..
On the Edge of the Abyss: From Denial to Praxis
ABSTRACT. This paper’s message to educators is that we need to help facilitate a decisive shift in the direction of the world both by removing the psychological veil that conceals the present signs of civilisation collapse and by imagining and promoting an alternative project. This paper thus reject..
A Fable of Infection
ABSTRACT. Painting in the fifteenth century changed because the fragility of human life changed. Curiously, the bounty of Italian Renaissance painting was to flourish in the dark shadow of the plague. Art also infects: paintings contaminate, metaphorically, and perhaps even microbiologically. For, a..
Breach as Flow in the Pandemic Learning Room
ABSTRACT. In the pandemic learning room, our bodies are pulled out of the chemistry that obtains in somatic presence. They are curtailed into cut-off talking heads, and the amygdala works intensively to accept the multiplied focalisation of human faces. The brain area that processes the meaning and ..
A Place with No Time: Re-Conceptualising Child–Adult Relations during ‘Homeschooling’ in the 2020 Pandemic
ABSTRACT. We have heard the warming planet’s calls for sustaining rhythms through many events. COVID-19 is one such song. We have returned home with our families to our places in a mandated ‘lockdown’. Competitive economics are troubled, and trouble our world with unsustaining patterns. An urgent, c..
Uncertain Historical Knowledge for Uncertain Times
ABSTRACT. Embracing uncertainty as a temporal condition of the past and the present thus gives history educators opportunities to imagine and develop a way of teaching history that goes beyond what exists in the past, but to acknowledge what lingers and unsettles from the past in the present. pp. 82..