Dominik Zechner – författare

Bringing Walter Benjamin into dialogue with the urgent issues facing educational institutions today, this is the first comprehensive exploration of his philosophy of education and pedagogy. In recent years, problems concerning the practice of education have become central to the critical discourse in the humanities: from debates regarding “deplatforming” and the redefinition of free speech on campus to the digitization of learning and the ethics of mentorship. But where do we go from here? This volume argues that Walter Benjamin’s writing offers critical tools to rethink the purposes of education and the institutional forms it should assume. Reaching from his earliest writings during his involvement with the antebellum German Youth Movement to his late essays on history, theatre, and new media, the authors here explore how Benjamin argued against education as an institutional task subject to a scientific discipline. They show instead how he took his cue from language as a medium of subtle understanding to critically analyze the forms of violence inherent in the concept and history of education. For Benjamin, education was the lever to political reform. For him, the experience of youth should always be at the centre of considerations. Written by leading international scholars, Walter Benjamin and Education both contextualizes Benjamin’s pedagogy in the trajectory of his own thought and also offers an astute analysis of the value and relevance of his student-focused ideas to the institutional and political challenges of today.

Bringing Walter Benjamin into dialogue with the urgent issues facing educational institutions today, this is the first comprehensive exploration of his philosophy of education and pedagogy. In recent years, problems concerning the practice of education have become central to the critical discourse in the humanities: from debates regarding “deplatforming” and the redefinition of free speech on campus to the digitization of learning and the ethics of mentorship. But where do we go from here? This volume argues that Walter Benjamin''s writing offers critical tools to rethink the purposes of education and the institutional forms it should assume. Reaching from his earliest writings during his involvement with the antebellum German Youth Movement to his late essays on history, theatre, and new media, the authors here explore how Benjamin argued against education as an institutional task subject to a scientific discipline. They show instead how he took his cue from language as a medium of subtle understanding to critically analyze the forms of violence inherent in the concept and history of education. For Benjamin, education was the lever to political reform. For him, the experience of youth should always be at the centre of considerations. Written by leading international scholars, Walter Benjamin and Education both contextualizes Benjamin''s pedagogy in the trajectory of his own thought and also offers an astute analysis of the value and relevance of his student-focused ideas to the institutional and political challenges of today.

Bringing Walter Benjamin into dialogue with the urgent issues facing educational institutions today, this is the first comprehensive exploration of his philosophy of education and pedagogy. In recent years, problems concerning the practice of education have become central to the critical discourse in the humanities: from debates regarding “deplatforming” and the redefinition of free speech on campus to the digitization of learning and the ethics of mentorship. But where do we go from here? This volume argues that Walter Benjamin''s writing offers critical tools to rethink the purposes of education and the institutional forms it should assume. Reaching from his earliest writings during his involvement with the antebellum German Youth Movement to his late essays on history, theatre, and new media, the authors here explore how Benjamin argued against education as an institutional task subject to a scientific discipline. They show instead how he took his cue from language as a medium of subtle understanding to critically analyze the forms of violence inherent in the concept and history of education. For Benjamin, education was the lever to political reform. For him, the experience of youth should always be at the centre of considerations. Written by leading international scholars, Walter Benjamin and Education both contextualizes Benjamin''s pedagogy in the trajectory of his own thought and also offers an astute analysis of the value and relevance of his student-focused ideas to the institutional and political challenges of today.

Bringing Walter Benjamin into dialogue with the urgent issues facing educational institutions today, this is the first comprehensive exploration of his philosophy of education and pedagogy. In recent years, problems concerning the practice of education have become central to the critical discourse in the humanities: from debates regarding “deplatforming” and the redefinition of free speech on campus to the digitization of learning and the ethics of mentorship. But where do we go from here? This volume argues that Walter Benjamin’s writing offers critical tools to rethink the purposes of education and the institutional forms it should assume. Reaching from his earliest writings during his involvement with the antebellum German Youth Movement to his late essays on history, theatre, and new media, the authors here explore how Benjamin argued against education as an institutional task subject to a scientific discipline. They show instead how he took his cue from language as a medium of subtle understanding to critically analyze the forms of violence inherent in the concept and history of education. For Benjamin, education was the lever to political reform. For him, the experience of youth should always be at the centre of considerations. Written by leading international scholars, Walter Benjamin and Education both contextualizes Benjamin’s pedagogy in the trajectory of his own thought and also offers an astute analysis of the value and relevance of his student-focused ideas to the institutional and political challenges of today.

Explores the various ways in which poetic and philosophical writing meet in texts by, and on, Paul Celan.Paul Celan's works dwell on the threshold between the extremes of poetic expression and philosophical reflection. The divergent literary and critical idioms that have marked Celan's writing-and that Celan's writing has come to mark for others (Hamacher, Derrida, Szondi)-thus call for a new philology. This philology cannot be situated within presupposed genres or fields but rather explores the ways in which poetic and philosophical ambitions meet in texts by, and on, Celan. The first part of Thresholds, Encounters ("Ex-posing the Poem") speaks to issues of history, ecology, and aurality; the second part ("Language Dislodged") delves into Celan's articulations of encounter, positionality, and translation. Throughout, contributors probe the consequences of Celan's poetry for thinking and writing, while inviting readers from different disciplinary spaces to further pace out the liminal zones opened by his oeuvre.

Explores the various ways in which poetic and philosophical writing meet in texts by, and on, Paul Celan.Paul Celan's works dwell on the threshold between the extremes of poetic expression and philosophical reflection. The divergent literary and critical idioms that have marked Celan's writing-and that Celan's writing has come to mark for others (Hamacher, Derrida, Szondi)-thus call for a new philology. This philology cannot be situated within presupposed genres or fields but rather explores the ways in which poetic and philosophical ambitions meet in texts by, and on, Celan. The first part of Thresholds, Encounters ("Ex-posing the Poem") speaks to issues of history, ecology, and aurality; the second part ("Language Dislodged") delves into Celan's articulations of encounter, positionality, and translation. Throughout, contributors probe the consequences of Celan's poetry for thinking and writing, while inviting readers from different disciplinary spaces to further pace out the liminal zones opened by his oeuvre.

The Violence of Reading: Literature and Philosophy at the Threshold of Pain expounds the scene of reading as one that produces an overwhelmed body exposed to uncontainable forms of violence. The book argues that the act of reading induces a representational instability that causes the referential function of language to collapse. This breakdown releases a type of “linguistic pain” (Scarry; Butler; Hamacher) that indicates a constitutive wounding of the reading body. The wound of language marks a rupture between linguistic reality and the phenomenal world. Exploring this rupture in various ways, the book brings together texts and genres from diverse traditions and offers close examinations of the rhetoric of masochism (Sacher-Masoch; Deleuze), the relation between reading and abuse (Nietzsche; Proust; Jelinek), the sublime experience of reading (Kant; Kafka; de Man), the “novel of the institution” (Musil; Campe), and literary suicide (Bachmann; Berryman; Okkervil River).