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Ariadne Pfad:



Beyond ambiguity and ambivalence. Rethinking the tools of critique
Originalveröffentlichungon education. Journal for research and debate 3 (2020) 9, 7 S. ZDB
gehört zu:Reply. Notes on Post-critique
Reply. Undinge, coffee cup lids, and reinhabiting spaces. Some notes on a register of a (post-)critical philosophical life
Reply. Against Latour - on the questionable foundations of post-critical pedagogy
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Schlagwörter (Deutsch)
DokumentartAufsatz (Zeitschrift)
ISSN2571-7855; 25717855
Abstract (Englisch):This essay analyzes the central architecture of critique. It argues that, across the humanities, critique has followed a uniform methodology, wherein qualities like ambiguity, ambivalence, uncertainty, contradiction, and paradox have represented the main tools of not only critique and unmasking but also disclosure and transformation. Within teaching philosophy, critique has thus done more than to politicize the classroom; it has also ingrained an equation between pedagogy and therapeutic witnessing or confessionalism. For many, qualities like ambiguity and uncertainty have furthermore been imagined to bear distinctly 'ethical' fruits. This essay questions these staples of pedagogical theory, in particular the redemptive faith that paradox and contradiction will prove inherently critical and/or progressive. It therefore historicizes the architecture of critique, submitting that among other things the contemporary political climate challenges unbridled faith in those qualities. And it instead promotes values like trust, integrity, clarity, and noncontradiction as the goals of a postcritical education. (DIPF/Orig.)
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Eintrag erfolgte am14.05.2024
QuellenangabeAnker, Elisabeth S.: Beyond ambiguity and ambivalence. Rethinking the tools of critique - In: on education. Journal for research and debate 3 (2020) 9, 7 S. - URN: urn:nbn:de:0111-pedocs-230832 - DOI: 10.25656/01:23083; 10.17899/on_ed.2020.9.7
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