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Studies in Philosophy and Education

, Volume 38, Issue 1, pp 85–92 | Cite as

Review of Tyson E. Lewis, Inoperative Learning: A Radical Rewriting of Educational Potentialities

London and New York: Routledge. 2018
  • Weili ZhaoEmail author
Article
  • 44 Downloads

Agamben writes, “In its deepest intention, philosophy is a firm assertion of potentiality, the construction of an experience of the possible as such” (1999, p. 249) and “The coming philosophy is that of thinking an ontology beyond operativity and command and an ethics and a politics entirely liberated from the concepts of duty and will” (2013, p. 129). Lewis’s book, Inoperative learning: A radical rewriting of educational potentialities, embodies an amazing effort of envisioning such a “coming philosophy” of education. More than envisioning a speculative philosophy, Lewis adroitly spells out radical forms of inoperative learning, i.e., study, by releasing im-potentiality from the economy of learning. In so doing, he renders inoperative the learning logic which predominantly orders today’s varied educational fields of child development, teaching, learning, the school, the human, research, and teacher education.

What remains when concepts such as learning, child development, teacher...

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© Springer Nature B.V. 2018

Authors and Affiliations

  1. 1.The Chinese University of Hong KongHong Kong SARPeople’s Republic of China

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