Eugene Matusov – författare

This book presents voices of educators describing their pedagogical practices inspired by the ethical ontological dialogism of Mikhail M. Bakhtin. It is a book of educational practitioners, by educational practitioners, and primarily for educational practitioners. The authors provide a dialogic analysis of teaching events in Bakhtin-inspired classrooms and emerging issues, including: prevailing educational relationships of power, desires to create a so-called educational vortex in which all students can experience ontological engagement, and struggles of innovative pedagogy in conventional educational institutions. Matusov, Marjanovic-Shane, and Gradovski define a dialogic research art, in which the original pedagogical dialogues are approached through continuing dialogues about the original issues, and where the researchers enter into them with their mind and heart.

This book is both an analytic and imaginative study of the future role of education in a leisure-based society. Grounded in a philosophical approach that draws on the work of Aristotle, Arendt, Keynes, and others, the volume deconstructs modern work-based society, as well as mainstream institutionalized education, which the author argues have systemically alienated students from their education, authorial agency, and society itself. The author argues for the value of intrinsic education, where the goals are based on students'' own needs and interests, imagining new opportunities that can arise from the emergence of such a society.

The book aims to challenge and redefine the traditional Enlightenment approach to education by advocating for a Post-Enlightenment model that emphasizes self-education rooted in individual autonomy, dignity, and diverse experiences. It critiques the Enlightenment''s narrow focus on rationality and hierarchy, proposing a more inclusive and personalized method that values emotional intelligence and contextual understanding. The book seeks to promote a radical shift towards educational pluralism, where learning is driven by the learner''s own needs, interests, and judgments, rather than imposed by external authorities. Ultimately, it calls for a reimagined educational paradigm that aligns with the principles of universal human dignity and autonomy, envisioning a future where education is a personal and existential pursuit supported by democratic societal structures.