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As a bold provocation to reimagine what the philosophy of education might mean in the 21st century, this book responds to the present theoretical models and indeed the degradation of fabulative thought in its current prospectus. This book was originally published as a special issue of the journal,
Educational Philosophy and Theory.
List of contents
Introduction: Educational ills and the (im)possibility of utopia
1. Exhausted philosophy and islands-to-come
2. Utopian spaces and the promise of education: a conceptual analysis
3. Against the humiliation of thought: The university as a space of dystopic destruction and utopian potential
4. Utopia and pessimism: ‘You should not forsake the ship in a storm because you cannot command the
winds’
5. School in the (im)possibility of future: Utopia and its territorialities
6. Minimal utopianism in the classroom
7. The curious promise of educationalising technological unemployment: What can places of learning really do about the future of work?
8. Nowhere II Erewhon
9. The power of social dreaming: Reappraising the lesson of East European dissidents
10. Utopianism, transindividuation, and foreign language education in the Japanese university
About the author
Joff P. N. Bradley teaches at Teikyo University, Tokyo, and is Visiting Professor at Jamia Millia Islamia University, New Delhi, and a Visiting Research Fellow at Kyung Hee University, Seoul.
Gerald Argenton, Associate Professor at Tamagawa University, Tokyo, is a philosopher of education studying the formative dimensions of the unknown.
Summary
As a bold provocation to reimagine what the philosophy of education might mean in the 21st century, this book responds to the present theoretical models and indeed the degradation of fabulative thought in its current prospectus. This book was originally published as a special issue of the journal, Educational Philosophy and Theory.
