Taking Up the Threads: The Aesthetic, Temporal, and Political Dimensions of Teaching
- 30 Downloads
We are grateful for the reviewers to have written such interesting—and challenging—replies to our book. This is to us a sign that this book can be the beginning of an ongoing conversation on things that matter. All reviewers took the time and effort to develop some of the themes central to this book, in a sometimes outspoken critical, but above all in an affirmative way. This is something we find important in academia, and we think conversations like these should be at the heart of the university. The fact that four of our colleagues in the field of philosophy of education accepted the invitation to enter into a dialogue with us is something that makes us truly delighted. Or, to put it in other terms, what we experience is the beauty and the happiness of introducing a beginning which is taken up (and hence, in a way, also affirmed) by others, moreover in a most eloquent, critical, and serious way.
The replies by Tyson Lewis and Hans Schildermans, for instance, clearly testify to the...
- Biesta, G.J.J. 2006. Beyond Learning: Democratic Education for a Human Future. Boulder, CO: Paradigm.Google Scholar
- Biesta, G.J.J. 2013. Time Out: Can Education Do and Be Done Without Time? In Education and the Political: New Theoretical Articulations, ed. T. Szkudlarek. Sense Pub: Rotterdam.Google Scholar
- Masschelein, J., and M. Simons. 2013. In Defence of the School. A Public Issue. Leuven: E-ducation Culture & Society Pub.Google Scholar
- Rancière, J. (1999). Dis-agreement. Politics and Philosophy. Transl. J. Rose. Minneapolis-London: University of Minneapolis Press.Google Scholar