Description
Book SynopsisThinking, Childhood, and Time: Contemporary Perspectives on the Politics of Education is an interdisciplinary exploration of the notion of childhood and its place in a philosophical education. Contributors consider children’s experiences of time, space, embodiment, and thinking. By acknowledging Hannah Arendt’s notion that every child brings a new beginning into the world, they address the question of how educators can be more responsive to the Otherness that childhood offers, while assuming that most educational models follow either a chronological model of child development or view children as human beings that are lacking. This book explores childhood as a philosophical concept in children, adults, and even beyond human beings—Childhood as a (forgotten) dimension of the world. Contributors also argue that a pedagogy that does not aim for an “exodus of childhood,” but rather responds to the arrival of a new human being responsibly (dialogically), fosters a deeper appreciation of the newness that children bring in order to sensitize us for our own Childhood as adults as well and allow us to welcome other forms of childhood in the world. As a whole, this book argues that the experience of natality, such as the beginning of life, is not chronologically determined, but rather can occur more than once in a human life and beyond. Scholars of philosophy, education, psychology, and childhood studies will find this book particularly useful.
Table of ContentsAcknowledgments
Part One: Phenomenological Explorations of Time, Thinking and Embodiment
Chapter 1: Childhood and the Genesis of Time: A Phenomenological Approach
James Mensch
Chapter 2: Child and Time: A Phenomenological Journey into the Human Conditions of Education
Barbara Weber
Chapter 3: Think Like a Girl: Scout’s Time and Experience in To Kill a Mockingbird
Peter Costello
Chapter 4: Listening, Phronein and the First Principle of Happiness
Pablo Muruzábal Lamberti
Chapter 5: Thinking and the Play of Being
Michael A. Bonnett
Chapter 6: Philosophia Ludens for Children: A Proposal to Play and to Think
Annalisa Caputo
Part Two: Decolonial and Postructuralist Perspectives on the Politics of Education
Chapter 7: Becoming Child: Wild Being and the Post-Human
David Kennedy
Chapter 8: Paulo Freire and the Childhood of a Philosophical and Educational Life
Walter Omar Kohan
Chapter 9: Democratic Child’s Play: Natality, Responsible Education, and Decolonial Praxis
Toby Rollo
Chapter 10: Posthuman Child: De(con)structing Western Notions of Child Agency
Karin Murris
Chapter 11: Relational Openings for The Otherwise: Thinking Community as What is Not…
Cristina Delgado Vintimilla
Chapter 12: Life as a Pedagogical Concept
Iris Berger and Adrienne Argent
Chapter 13: Natures, Cultures and Education: Anarcheologies of the Present
Juliana Merçon
About the Contributors
