Deconstruction in Education: A Theoretical Frontier of Postmodernity
Journal name: Archives De Sciences Sociales Des Religions
Original article title: Alessandro Mariani, La deconstruzione in pedagogia. Una frontiera teorico-educativa della postmodernitĂ
The journal “Archives of Social Sciences of Religions� publishes advanced research on religion in French, English, and Spanish. It studies the sociology of religions and religious traditions or theologies. It is supported by the INSHS-CNRS (“Institut des Sciences Humaines et Sociales�)
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Subtitle: Rome, Armando Editore, 2008, 144 p.
Original source:
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Michel Ostenc
Archives De Sciences Sociales Des Religions:
(Founded in 1956 and published quarterly�)
Full text available for: Alessandro Mariani, La deconstruzione in pedagogia. Una frontiera teorico-educativa della postmodernitĂ
Year: 2011 | Doi: 10.4000/assr.22917
Copyright (license): © Archives de sciences sociales des religions
Summary of article contents:
Introduction
Alessandro Mariani’s book, La deconstruzione in pedagogia. Una frontiera teorico-educativa della postmodernità , explores the philosophical underpinnings of Jacques Derrida's deconstruction and its implications for education. Situated within the broader discourse of postmodernity, Mariani traces the influence of philosophers such as Nietzsche, Heidegger, Freud, and Lacan, emphasizing the importance of critiquing established systems of thought. He argues that Derrida's work serves to challenge the certainties of Western metaphysics while advocating for a radical reassessment of educational practices and values.
The Role of Deconstruction in Education
One of the significant concepts presented by Mariani is the critical application of Derrida's deconstruction in the educational framework. He argues that traditional separations between teaching (the external impartation of knowledge) and education (the internal development of understanding) must be re-evaluated. Deconstruction serves as a methodology that encourages a dialogue-oriented approach to pedagogy, fostering critical examination of institutional practices and underlying ideologies. By challenging dogmatic educational theories, this approach empowers educators to create a more inclusive and critical learning environment, one that recognizes the complexities of knowledge and the dynamic relationship between learners and their contexts.
Violence and Education
Another central theme in Mariani’s work is the interplay between violence and education. He highlights the concept of "institutionalized violence," which reflects Derrida's notion of metaphysical violence that often obscures the true educational message. Mariani posits that education can perpetuate social hierarchies and dependencies, thus necessitating a paradigm shift towards a more ethical and socially aware pedagogy. In this context, he advocates for a philosophy of education that not only addresses the transmission of knowledge but also prioritizes the emotional and ethical dimensions of learning. Such a shift emphasizes the importance of the teacher-student relationship and the need to cultivate an environment where marginal perspectives are acknowledged, ultimately challenging prevailing societal norms.
Conclusion
In conclusion, Alessandro Mariani’s exploration of deconstruction in education highlights crucial frameworks for rethinking pedagogical practices. By engaging with Derrida's philosophical principles, Mariani emphasizes the importance of fostering critical consciousness and a deeper understanding of the ethical implications of teaching and learning. His work prompts educators to reconsider their approaches, moving away from rigid dogmas toward more fluid, inclusive methodologies that recognize the potential for reformation in educational values and structures. Ultimately, Mariani’s insights invite ongoing reflection on the nature of knowledge and the transformative power of education in contemporary society.
FAQ section (important questions/answers):
What is the main focus of Alessandro Mariani's book?
The book discusses the concept of deconstruction in pedagogy, exploring its theoretical and educational implications in the context of postmodernity.
Which philosophers influence Jacques Derrida's deconstructive thought?
Derrida's thought is influenced by Nietzsche, Heidegger, Freud, Lacan, and Levinas, emphasizing historical discontinuities and subjective experience.
How does Mariani view traditional methods of teaching and education?
Mariani critiques traditional teaching methods, advocating for a more critical interaction between instruction and personal experiences in education.
What role does 'deconstruction' play in education according to Mariani?
Deconstruction serves as a critique of educational practices and institutions, offering tools for a non-dogmatic, dialogical approach to teaching.
How does Mariani relate deconstruction to societal issues?
He connects deconstruction to contemporary social challenges, questioning ideological dogmas and advocating for a pedagogy that supports ethical and social values.
Glossary definitions and references:
Theological and religious glossary list for “Deconstruction in Education: A Theoretical Frontier of Postmodernity�. The list explains important keywords that occur in this and other scholarly articles. It is also linked to the glossary for understanding that concept in the context of History, Religion, Philosophy, Theology, Sociology etc.
1) Knowledge:
Knowledge involves the understanding of concepts and the critical inquiry into different systems of thought. It is key in realizing how various ideas relate and how they can challenge established norms in education and philosophy.
2) Education:
Education is not merely about instruction but encompasses the process of facilitating learning experiences. This requires a critique of traditional pedagogical methods that often reinforce established ideologies without promoting critical thinking.
3) Experience:
Experience represents the subjective way individuals engage with the world. It shapes their identity and consciousness as they navigate through their personal and social realities in an ever-changing universe.
4) Consciousness:
Consciousness involves self-awareness and the recognition of one’s thoughts and feelings. It plays a crucial role in reflective practices where individuals assess their beliefs and knowledge in pursuit of truth.
5) Metaphysics:
Metaphysics is the branch of philosophy that questions the nature of reality and existence. It is frequently critiqued for being dogmatic and detached from lived experiences, which education seeks to address.
6) Religion:
[see source text or glossary: #Religion#]
7) Critique:
Critique is a form of analysis that questions assumptions and values inherent in knowledge systems. It is essential in philosophy to challenge dominant paradigms and promote a more inclusive approach to understanding various truths.
8) Philosophy:
Philosophy provides the framework for exploring fundamental questions about existence, knowledge, and ethics. It informs educational practices by encouraging critical thought and self-reflection.
9) Reflection:
Reflection involves the process of contemplating one’s thoughts and experiences. In education, it allows students to connect theoretical knowledge with practical applications in the world around them.
10) Lead:
To lead in education means guiding students towards critical thinking and independent inquiry. Educators must adapt their methods to create a space that encourages dialogue and exploration of new ideas.
11) Science (Scientific):
[see source text or glossary: #Scientific#]
12) Existence:
Existence is a central theme in philosophical discussions that question what it means to be. It involves understanding the complexities of one’s identity and the role of human experience in shaping reality.
13) Identity:
Identity is constructed through individual experiences and societal influences. In educational contexts, it is crucial to recognize how identity impacts learning and engagement with knowledge.
14) Student:
A student is an individual engaged in the process of learning. Their experiences and responses to instruction play a vital role in shaping the educational approach and philosophy.
15) Nature:
[see source text or glossary: #Nature#]
16) Future:
The future is shaped by current educational practices and philosophies. A forward-thinking approach requires an openness to new ideas and a willingness to question established norms in knowledge.
17) Truth:
Truth involves an understanding that is often elusive and multifaceted. It requires critical evaluation through education and philosophy to uncover beliefs that are often taken for granted.
18) Space:
Space can refer to both physical and metaphorical dimensions where learning occurs. Education creates spaces for critical dialogue and the exploration of diverse experiences and identities.
19) Faith:
[see source text or glossary: #Faith#]
20) Educational institution:
An educational institution is a structured environment for learning. It must engage in a critique of traditional practices to foster a deeper understanding of knowledge and encourage critical reflection among students.
21) Cosmopolitan:
Cosmopolitanism promotes the idea of a universal community. In education, it is important to embrace multicultural perspectives and a dialogue that transcends boundaries to enrich learning experiences.
22) Unconscious:
[see source text or glossary: #Unconscious#]
23) Instruction:
Instruction refers to the delivery of content in an educational setting. It should be informed by the principles of critique and reflectiveness to avoid falling into mere transmission of knowledge.
24) Perception:
Perception shapes how individuals interpret their experiences and knowledge. It is influenced by cultural and contextual factors, making it vital in educational practices to address diverse viewpoints.
25) Separation (Separateness, Separate, Separated):
Separation between theory and practice can hinder effective education. Bridging this gap requires reflective pedagogical approaches that integrate experiences with knowledge.
26) Revolution:
[see source text or glossary: #Revolution#]
27) Technology:
Technology impacts education by providing new tools for learning and communication. However, it is crucial to critique its role to ensure it enhances rather than detracts from human experiences in learning.
28) Dialogue:
Dialogue is a critical process in education that fosters understanding and cooperation among diverse perspectives. It is vital for the development of awareness and critical engagement with knowledge.
29) External:
External influences, such as societal ideologies and educational standards, often shape knowledge and teaching practices. It is essential to critique these factors to promote an inclusive educational environment.
30) Rhetoric (Rhetorical):
Rhetoric involves the art of persuasion and communication. In education, it plays a significant role in how knowledge is conveyed and interpreted among students and educators.
31) Universe:
The universe encompasses all that exists, challenging philosophical inquiries into reality and existence. Education encourages exploration and understanding of one’s place within this vast context.
32) Family:
Family influences individual identity and educational experiences. A critique of familial expectations is needed to ensure a balanced approach to student development and learning.
33) Terror:
[see source text or glossary: #Terror#]
34) Doubt:
Doubt is an important aspect of philosophical inquiry and knowledge formation. It encourages critical examination of beliefs and truths, nurturing a reflective mindset in education.
35) Logic (Logical):
Logic is fundamental in constructing arguments and understanding philosophical ideas. In education, it is essential for developing critical thinking skills and analytical reasoning.
36) Human:
Human nature involves the complexities of identity, experience, and social constructions of reality. Education must engage with these aspects to fully support student learning.
37) Face (Facing, Faced):
[see source text or glossary: #Face#]