Advertisement

Radical Love, (R)evolutionary Becoming: Creating an Ethic of Love in the Realm of Education Through Buddhism and Ubuntu

  • David W. Robinson-Morris
Article
  • 15 Downloads

Abstract

Revolutions spring forth and are guided by love. Education, like love, is immersed in the political. It can be argued within the American educational landscape, textbook selections and school policies are acts of ideological evangelization, which serves not to democratize, but to indoctrinate the citizenry and reinforce capitalist ideologies; namely, hierarchical power relations and atomistic individualism (Pinar in What is curriculum theory?, Routledge, New York, 2012; Slattery in Curriculum development in the postmodern era: teaching and learning in an age of accountability, Routledge, New York, 2013). In this socio-political moment, we are struck dumb by the violence and oppression wrought by asymmetrical power relations, and the failure of the American compulsory education system to teach and practice an ethic of love. If Dewey’s (Democracy and education, Macmillan, New York, 1916) assertion is indeed true that education is the means through which we grow and sustain a democracy then our educational system(s) warrant a deep re-evaluation—a revolutionary re-imagining, a transformation—guided by/through/with love. This paper through a privileging of onto-epistemologies antecedent to Western thought—the South African philosophy of Ubuntu and the Eastern philosophy of Buddhism—reconceptualizes the Western subject and education as a witness to love. Understanding research as a rendezvous with thinking, this inquiry utilizes (re)Thinking as (non)method and rids itself of the positivist need for prescriptive conclusions. This imagining within the realm of urban education calls us to live out a radical love, which necessitates a revolutionary becoming and opens the possibility of an ethical, more humane future free of the epistemic violence of dominance guided by love and mediated through a pedagogical ethic of love.

Keywords

Radical love Education Becoming Ubuntu Buddhism 

References

  1. Bangura, A. K. (2005). Ubuntugogy: An African educational paradigm that transcends pedagogy, andragogy, ergonagy and heutagogy. Journal of Third World Studies, 22(2), 13–53.Google Scholar
  2. Battiste, M. (1998). Enabling the autumn seed: Toward a decolonized approach to Aboriginal knowledge, language, and education. Canadian Journal of Native Education, 22(1), 16–27.Google Scholar
  3. Boggs, J., & Boggs, G. L. (1974). Revolution and evolution in the twentieth century. New York, NY: Monthly Review Press.Google Scholar
  4. Deleuze, G. (1990). Gilles Deleuze in conversation with Antonio Negri. Retrieved July 19, 2015 from http://www.generation-online.org/p/fpdeleuze3.htm.
  5. Deleuze, G., & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia. London: Continuum.Google Scholar
  6. Derrida, J. (2005). Paper machine (R. Bowlby, Trans.). Stanford, CA: Stanford University Press.Google Scholar
  7. Dewey, J. (1916). Democracy and education. New York: Macmillan.Google Scholar
  8. Dillard, C. B. (2003). Cut to heal, not to bleed: A response to Handel Wright’s “An endarkened feminist epistemology?” Identity, difference and the politics of representation in educational research. Qualitative Studies in Education, 16(2), 227–232.CrossRefGoogle Scholar
  9. Douglas, T., & Nganga, C. (2013). What’s radical love got to do with it: Navigating identity, pedagogy, and positionality in pre-service education. International Journal of Critical Pedagogy, 5(1), 58–82.Google Scholar
  10. Duncan-Andrade, J. M. R. (2009). Note to educators: Hope required when growing roses in concrete. Harvard Educational Review, 79(2), 181–194.CrossRefGoogle Scholar
  11. Eze, M. O. (2008). What is African communitarianism? Against consensus as a regulative ideal. South African Journal of Philosophy, 27(4), 386–399.CrossRefGoogle Scholar
  12. Eze, M. O. (2010). Intellectual history in contemporary South Africa. New York, NY: Palgrave Macmillian.CrossRefGoogle Scholar
  13. Freire, P. (1970/2000). Pedagogy of the oppressed. 30th Anniversary Edition, 2007. New York: Continuum.Google Scholar
  14. Freire, P. (1974/2013). Education for critical consciousness. New York: Bloombury.Google Scholar
  15. Freire, P. (1993). Pedagogy in the city. New York: Continuum.Google Scholar
  16. Freire, P. (2002). Education for critical consciousness. New York: Continuum.Google Scholar
  17. Gershenson, S., Hart, C. M. D., Lindsay, C. A., & Papageorge, N. W. (2017). The long-run impact of same-race teachers. IZA Institute of Labor Economics. Retrieved September 13, 2018 from http://ftp.iza.org/dp10630.pdf.
  18. Goldstein, J. (2003). Insight meditation: The practice of freedom. Boston: Shambhala Publications.Google Scholar
  19. Hanh, T. H. (1993). Call me by my true names: The collected poems of Thich Nhat Hanh. Berkeley: Parrallax Press.Google Scholar
  20. Hanh, T. H. (1999). The heart of the Buddha’s teaching: Transforming suffering into peace, joy, and liberation. New York: Broadway Books.Google Scholar
  21. Hanh, T. H. (2015). How to love. Berkeley: Parallax.Google Scholar
  22. Hegel, G. W. F. (1977). Phenomenology of spirit (A. V. Miller, Trans.). Oxford: Clarendon Press.Google Scholar
  23. Hinsdale, M. (2012). Choosing to love. Paideusis, 20(2), 36–45.Google Scholar
  24. hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.Google Scholar
  25. hooks, b. (2000). All about love: New visions. New York: Harper Perennial.Google Scholar
  26. Jimenez, L., McDaniels, A., & Shapiro, S. (2018). Public schools must address disparities in discipline rates. Center for American Progress. Retrieved September 13, 2018 from https://www.americanprogress.org/issues/education-k-12/news/2018/01/17/444972/public-schools-must-address-disparities-discipline-rates/.
  27. Kincheloe, J. L. (1993). Toward a critical politics of teacher thinking: Mapping the postmodern. Westport, CT: Bergin & Garvey.Google Scholar
  28. Kincheloe, J. L. (2006). Imagining new ways of thinking about education: Postformal speculations. In P. L. Thomas & J. Kincheloe (Eds.), Reading, writing, and thinking: The postformal basics (pp. 1–22). Rotterdam: Sense Publishers.Google Scholar
  29. Kincheloe, J. L. (2008). Knowledge and critical pedagogy: An introduction. New York: Springer.CrossRefGoogle Scholar
  30. Kincheloe, J. L., & Lacan, J. (2006). Écrits (A. Sheridan, Trans.). New York: Norton.Google Scholar
  31. Letseka, M. (2012). In defence of ubuntu. Studies in Philosophy and Education, 31(1), 47–60.CrossRefGoogle Scholar
  32. Louw, D. J. (2001). Ubuntu and the challenges of multiculturalism in post-apartheid South Africa. Question: An African Journal of Philosophy, XV(12), 15–36.Google Scholar
  33. Mansfield, N. (2000). Subjectivity: Theories of the self from Freud to Haraway. St. Leonards, NSW: Allen & Unwin.Google Scholar
  34. Miller, C. C. (2018). Does teacher diversity matter in student learning? The New York Times. Retrieved from https://www.nytimes.com/2018/09/10/upshot/teacher-diversity-effect-students-learning.html.
  35. Nafukho, F. M. (2006). Ubuntu worldview: A traditional African view of adult learning in the workplace. Advances in Developing Human Resources, 8(3), 408–415.CrossRefGoogle Scholar
  36. Oliver, K. (2001). Witnessing: Beyond recognition. Minneapolis: University of Minnesota Press.Google Scholar
  37. Peck, M. S. (1978). The road less traveled: A new psychology of love, traditional values, and spiritual growth. New York: Touchstone.Google Scholar
  38. Pinar, W. F. (2012). What is curriculum theory?. New York: Routledge.CrossRefGoogle Scholar
  39. Ramose, M. B. (2002). The philosophy of ubuntu and ubuntu as a philosophy. In P. H. Coetzee & A. P. J. Roux (Eds.), Philosophy from Africa (2nd ed., pp. 230–238). Cape Town: Oxford Press.Google Scholar
  40. Robinson-Morris, D. (2015). An ontological (re)thinking: Ubuntu and Buddhism in higher education (Unpublished doctoral dissertation). Louisiana State University, Baton Rouge, Louisiana.Google Scholar
  41. Shutte, A. (2001). Ubuntu: An ethic for a new South Africa. Pietermaritzburg: Cluster Publications.Google Scholar
  42. Slattery, P. (2013). Curriculum development in the postmodern era: Teaching and learning in an age of accountability. New York, NY: Routledge.Google Scholar
  43. Smith, M. (2001). Forever changed: Boarding school narratives of American Indian identity in the U.S. and Canada. Indigenous Nations Studies Journal, 2(2), 57–82.Google Scholar
  44. Thomson, I. (2001). Heidegger on ontological education. Inquiry, 44, 243–268.CrossRefGoogle Scholar
  45. Villaverde, L. (2008). Feminist primer. New York: Peter Lang.Google Scholar
  46. Waghid, Y. (2014). African philosophy of education reconsidered: On being human. New York, NY: Routledge.Google Scholar
  47. Walcott, D. (1986). Collected poems, 1948–1984. New York: Farrar, Straus and Giroux.Google Scholar
  48. Waldron, W. S. (2003). Common ground, common cause: Buddhism and science on the afflictions of self-identity. In B. A. Wallace (Ed.), Buddhism and science: Breaking new ground (pp. 145–191). New York: Columbia University Press.Google Scholar

Copyright information

© Springer Nature B.V. 2018

Authors and Affiliations

  1. 1.The Center for Equity, Justice, and the Human SpiritXavier University of LouisianaNew OrleansUSA

Personalised recommendations