Panel on Pedagogization/Pädagogisierung

I’m organizing and will be speaking on this panel on the topic of Pädagogisierung (pedagogization/educationalization) next month:

5 4 3 2 1… Radical Philosophy Conference 2015

Haus der Kulturen der Welt, Berlin

Panel on Pedagogization: 11.45am, Saturday 17th January 2015 (Room K1) 

Speakers: David Blacker, Matthew Charles, Nora Sternfeld

Chair: David Cunningham

In the early 1990s Gerald Graff predicted a “redirection of theoretical attention to issues of education and pedagogy,” a movement beyond the “cultural turn.” To what extent does the emergence of what has been characterized as an “educational turn” in art and art theory belatedly relate to this? Are we witnessing a “pedagogical turn” today? If so, does this indicate a capitulation to the process or rather the site of a potential resistance?

All events in English, free admission

Anfang der 1990er Jahre prognostizierte Gerald Graff eine »Neuausrichtung theoretischer Aufmerksamkeit auf Fragen von Bildung und Pädagogik«, eine über den so genannten »Cultural Turn« hinausgehende Strömung. Inwieweit steht die in Kunst und Kunsttheorie als »Educational Turn« in Erscheinung getretene Wende damit in Beziehung? Sind wir heute Zeugen eines »Pedagogical Turn«? Und wenn ja, zeichnet sich eine Kapitulation vor diesem Prozess ab oder entsteht ein neuer Schauplatz politischen Widerstands?

Alle Veranstaltungen auf Englisch, Eintritt frei

Abstracts:

David J. Blacker: Educational Hysteria

The contemporary tendency to advance educational solutions to large and apparently intractable societal problems (e.g., poverty, environment, public health, crime) may itself be treated as part of a symptomatology. There is a rule of thumb in media criticism that whatever the advertising message, the truth of the matter is most likely the opposite, otherwise, why the need to advertise? (See: BP presented as an eco-friendly ally of Gulf of Mexico communities.) Education seems to function much the same way, as a marker of social futility where hands are essentially thrown up and answers are unforthcoming. This paper explores the legitimation role played by education in modern societies – an at times near-hysterical attempt to manage an internal rationality that patrols the borders of “responsible” discourse. The political Left has often played unwittingly into this “educational hysteria” as much as anyone else, until recently. There are hopeful signs pointing, at long last, toward the de-legitimation of this strategy. Amidst the enormity of it all, this is a hopeful development.

Matthew Charles: The Pedagogization of Politics or…? (Benjamin Reloaded)

Recent work in the history of education has described how a process of pedagogization was central to the modernizing projects of capitalist imperialism. Yet whilst today the ideal of public education seems under increasing threat in the Global North, aspirations to achieve a “totally pedagogized society” (Bernstein) – now associated with privatized forms of mass, flexible, distant and lifelong learning – have not diminished. How might these contemporary conditions reconnect with the stark alternative diagnosed in the conclusion to Walter Benjamin’s ‘Work of Art’ essay, framed in response to the attended crisis of mass politics and culture as a choice between the aestheticization of politics or the politicization of aesthetics? Conversely, how should Benjamin’s notion of “politicization” be read today, in the era of a realization of productivism, not in the service of egalitarian politics, but rather the business model of new social media in the creative economies of cultural capitalism? Connecting Benjamin’s philosophy to contemporary accounts of pedagogization, this paper suggests that answering these questions requires the construction of a transdisciplinary concept of pedagogization.

Nora Sternfeld: What’s the Point? Unruly Agencies in Education, Art and Research

Paulo Freire refers to a fundamental decision with regard to every educational project, of the need to take a stand, to introduce a set of beliefs and, rather than assuming their disinterested neutrality, consciously take them through the process of education. He locates this process as “tactically inside and strategically outside” the system. However, while Freire could still assume it was possible to work like this, today, within a globalized neoliberalism, we have to ask ourselves what that could mean if we can no longer assume any form of “outside”. One concept that is definitely related to both sides – the capitalist one and the anticapitalist one – is change. Rather than denying the emancipatory value of “changing society” as a basis for radical knowledge production under those circumstances, we have to come to terms with the fact that it might be both critical of and complicit with capitalism. This means that even if key words such as ‘artistic knowledge production’ or ‘practice based research’ have become ubiquitous in the artistic and curatorial field, there is a long tradition of dissident knowledges. This paper will have a look at different artistic strategies, practices and processes of radical education that confront the canon.

More details here: http://hkw.de/en/programm/projekte/2015/radical_philosophy/radical_philosophy_start.php

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