Tyson E. Lewis – författare
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22 produkter
22 produkter
Inbunden, Engelska, 2013
2 323 kr
Skickas inom 10-15 vardagar
In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional logic of learning, opening up a new space and time for educational freedom to emerge. Drawing upon the work of Italian philosopher and critical theorist Giorgio Agamben, Lewis provides a conceptually and poetically rich account of the interconnections between potentiality, freedom, and study. Through a mixture of educational critique, phenomenological description, and ontological analysis, Lewis redeems study as an invaluable and urgent educational experience that provides alternatives to the economization of education and the cooptation of potentiality in the name of efficiency. The resulting discussion uncovers multiple forms of study in a variety of unexpected places: from the political poetry of Adrienne Rich, to tinkering classrooms, to abandoned manifestos, and, finally, to Occupy Wall Street. By reconnecting education with potentiality this book provides an educational philosophy that undermines the logic of learning and assessment, and turns our attention to the interminable paradoxes of studying. The book will be key reading for scholars in the fields of educational philosophy, critical pedagogy, foundations of education, composition and rhetoric, and critical thinking and literacy studies.
Häftad, Engelska, 2023
133 kr
Skickas inom 5-8 vardagar
E-bok
Engelska, 2013975 kr
Läs direkt efter köp
In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying?
In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional logic of learning, opening up a new space and time for educational freedom to emerge.
Drawing upon the work of Italian philosopher and critical theorist Giorgio Agamben, Lewis provides a conceptually and poetically rich account of the interconnections between potentiality, freedom, and study. Through a mixture of educational critique, phenomenological description, and ontological analysis, Lewis redeems study as an invaluable and urgent educational experience that provides alternatives to the economization of education and the cooptation of potentiality in the name of efficiency. The resulting discussion uncovers multiple forms of study in a variety of unexpected places: from the political poetry of Adrienne Rich, to tinkering classrooms, to abandoned manifestos, and, finally, to Occupy Wall Street.
By reconnecting education with potentiality this book provides an educational philosophy that undermines the logic of learning and assessment, and turns our attention to the interminable paradoxes of studying. The book will be key reading for scholars in the fields of educational philosophy, critical pedagogy, foundations of education, composition and rhetoric, and critical thinking and literacy studies.
E-bok
PDF, Engelska, 2013975 kr
Läs direkt efter köp
In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying?
In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional logic of learning, opening up a new space and time for educational freedom to emerge.
Drawing upon the work of Italian philosopher and critical theorist Giorgio Agamben, Lewis provides a conceptually and poetically rich account of the interconnections between potentiality, freedom, and study. Through a mixture of educational critique, phenomenological description, and ontological analysis, Lewis redeems study as an invaluable and urgent educational experience that provides alternatives to the economization of education and the cooptation of potentiality in the name of efficiency. The resulting discussion uncovers multiple forms of study in a variety of unexpected places: from the political poetry of Adrienne Rich, to tinkering classrooms, to abandoned manifestos, and, finally, to Occupy Wall Street.
By reconnecting education with potentiality this book provides an educational philosophy that undermines the logic of learning and assessment, and turns our attention to the interminable paradoxes of studying. The book will be key reading for scholars in the fields of educational philosophy, critical pedagogy, foundations of education, composition and rhetoric, and critical thinking and literacy studies.
Häftad, Engelska, 2015
798 kr
Skickas inom 10-15 vardagar
In an educational landscape dominated by discourses and practices of learning, standardized testing, and the pressure to succeed, what space and time remain for studying? In this book, Tyson E. Lewis argues that studying is a distinctive educational experience with its own temporal, spatial, methodological, aesthetic, and phenomenological dimensions. Unlike learning, which presents the actualization of a student’s "potential" in recognizable and measurable forms, study emphasizes the experience of potentiality, freed from predetermined outcomes. Studying suspends and interrupts the conventional logic of learning, opening up a new space and time for educational freedom to emerge. Drawing upon the work of Italian philosopher and critical theorist Giorgio Agamben, Lewis provides a conceptually and poetically rich account of the interconnections between potentiality, freedom, and study. Through a mixture of educational critique, phenomenological description, and ontological analysis, Lewis redeems study as an invaluable and urgent educational experience that provides alternatives to the economization of education and the cooptation of potentiality in the name of efficiency. The resulting discussion uncovers multiple forms of study in a variety of unexpected places: from the political poetry of Adrienne Rich, to tinkering classrooms, to abandoned manifestos, and, finally, to Occupy Wall Street. By reconnecting education with potentiality this book provides an educational philosophy that undermines the logic of learning and assessment, and turns our attention to the interminable paradoxes of studying. The book will be key reading for scholars in the fields of educational philosophy, critical pedagogy, foundations of education, composition and rhetoric, and critical thinking and literacy studies.
Inbunden, Engelska, 2021
1 484 kr
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What is philosophical about the practice Philosophy for Children (P4C)? In this open access book, the authors offer a surprising answer to this question: a practitioner’s contemplation of the potentiality to speak, or what can be called infancy. Although essential to the experience of language, this most basic and profound capacity is often taken for granted or simply instrumentalized for the educational purposes of developing critical, caring, or creative thinking skills in the name of democratic citizenship. Against this kind of instrumentalization, the authors’ radical reconceptualization of P4C focuses on the experience of infancy that can take place through collective inquiry. The authors’ Philosophy for Infancy (P4I) emerges as a non-instrumental educational practice that does not dictate what to say or how to say it but rather turns attention to the fact of speaking. Referencing critical theorist Giorgio Agamben’s extensive work on the theme of infancy, the authors philosophically engage the core writings of Matthew Lipman and Ann Sharp, foundational scholars in the P4C tradition, to rediscover this latent potentiality in the original P4C program that has yet to be developed. Not only does the book provide a new theoretical basis for appreciating what is philosophical in Lipman and Sharp’s formulations of P4C, it also provides a unique elucidation of key concepts in Agamben’s work—such as infancy, demand, rules, adventure, happiness, love, and anarchy—within a collective, educational practice. Throughout, the authors offer applications of P4I that will provide anchoring points to inspire educators to return to philosophical experimentation with language as a means without end.The ebook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com.
Inbunden, Engelska, 2021
471 kr
Skickas
Winner of the American Educational Studies Association Critics' Choice Book AwardWhy do we have sex education? For whom does it exist, and who is it against? This open access book explores these questions, ultimately calling into question the very existence of sex education itself. The analysis is centred on the marginalised lives of sex workers. This focus allows us to see sex education and sex work in a new light and provides insights into the implications of sex education in public schools and teacher education. By considering the relationship between sex education and sex work, Caitlin Howlett reveals the way in which sex education exists as a form of state violence, and continues to maintain close ties to sexism, racism, colonialism, and capitalism. Drawing on Foucauldian genealogy, feminist history, epistemology, post-humanism, and queer of color critique, Howlett calls for an end to sex education as a federally funded project and argues for new pedagogical approaches to educating about sex, gender, and sexuality in schools.The ebook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com.
Häftad, Engelska, 2023
409 kr
Skickas inom 10-15 vardagar
What is philosophical about the practice Philosophy for Children (P4C)? In this open access book, the authors offer a surprising answer to this question: a practitioner’s contemplation of the potentiality to speak, or what can be called infancy. Although essential to the experience of language, this most basic and profound capacity is often taken for granted or simply instrumentalized for the educational purposes of developing critical, caring, or creative thinking skills in the name of democratic citizenship. Against this kind of instrumentalization, the authors’ radical reconceptualization of P4C focuses on the experience of infancy that can take place through collective inquiry. The authors’ Philosophy for Infancy (P4I) emerges as a non-instrumental educational practice that does not dictate what to say or how to say it but rather turns attention to the fact of speaking. Referencing critical theorist Giorgio Agamben’s extensive work on the theme of infancy, the authors philosophically engage the core writings of Matthew Lipman and Ann Sharp, foundational scholars in the P4C tradition, to rediscover this latent potentiality in the original P4C program that has yet to be developed. Not only does the book provide a new theoretical basis for appreciating what is philosophical in Lipman and Sharp’s formulations of P4C, it also provides a unique elucidation of key concepts in Agamben’s work—such as infancy, demand, rules, adventure, happiness, love, and anarchy—within a collective, educational practice. Throughout, the authors offer applications of P4I that will provide anchoring points to inspire educators to return to philosophical experimentation with language as a means without end.The ebook editions of this book are available open access under a CC BY-NC-ND 3.0 licence on bloomsburycollections.com.
- Nyhet
Häftad, Engelska, 2026
396 kr
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In this open access book, philosopher of education Adam Greteman offers commentary on five lessons queers teach: transparency, inconvenience, others, hatred, and coming into. Intentionally idiosyncratic, each of these lessons takes seriously the work of teaching, the work of teachers, and the complex realities that unfold around LGBTQ+ issues and lives as they enter educational conversations. These conversations are conditioned by contexts and communities that make bold proclamations difficult, but also point toward possibilities rooted in specifics. Combined, these five lessons provide commentary on an educational project that forefronts queers and their practices amid complex and changing realities. Recognizing the mutual importance of theory and practices, each chapter tacks between practical concerns that are part of education as it exists day to day and theoretical insights that intertwine and intervene in those everyday practical realities. Yet, Greteman offers no prescriptions for teaching, nor an overarching theory. Rather, Greteman takes up each “this” that queers teach so to offer commentary that may provide opportunities for further engagement with ongoing needs that schools, teachers, students, and communities have in their impossible work. Queers teach. These lessons are never ending yet vital to not only queer’s surviving in schools, but encountering an education that aids in their thriving alongside others. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com.
Häftad, Engelska, 2027
481 kr
Kommande
This open access book sets out from Paulo Freire’s claim that the problem-posing model of education works as a “kind of psychoanalysis,” and deploys a Lacanian perspective to rearticulate the theoretical and practical principles of critical pedagogy. Attending to the latent psychoanalytic sensibility of Freire’s project, Armonda brings this dimension to the surface, while clearly addressing its consequences for pedagogical experience. Armonda challenges long-standing assumptions on Freire and the nature of his problem-posing intervention, as the unconscious comes to the fore as the persistent, traumatic, and uncanny site of Freirean teaching. Drawing primarily on the work of Jacques Lacan as well as Frantz Fanon, Alenka Zupancic, and Slavoj Žižek, this book offers a critical introduction to psychoanalysis in the social, political, and philosophical foundations of education. The book extends an invitation to those in the tradition of critical pedagogy to grapple with this neglected dimension in Freire’s thought, and stands as an unapologetic call to return to his most subversive propositions on teaching.The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on www.bloomsburycollections.com.
Inbunden, Engelska, 2020
1 249 kr
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A comprehensive study of education in the writings of Walter Benjamin.Walter Benjamin's Antifascist Education is the first comprehensive analysis of educational themes across the entirety of the critical theorist's diverse writings. Starting with Benjamin's early reflections on teaching and learning, Tyson E. Lewis argues that the aesthetic and cultural forms to which Benjamin so often turned-namely, radio broadcasts, children's theatrical productions, collections, cityscapes, public cinemas, and word games-swell with educational potentialities. What emerges from Lewis's reading is a constellational curriculum composed of minor practices such as poor teaching, absentminded learning, and nondurational studying. This curriculum carries political significance, offering an antidote to past and present forms of fascist manipulation, hardness, and coldness. Walter Benjamin's Antifascist Education is a testimony to Benjamin's belief that "everyone is an educator and everyone needs to be educated and everything is education."
Häftad, Engelska, 2021
450 kr
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A comprehensive study of education in the writings of Walter Benjamin.Walter Benjamin's Antifascist Education is the first comprehensive analysis of educational themes across the entirety of the critical theorist's diverse writings. Starting with Benjamin's early reflections on teaching and learning, Tyson E. Lewis argues that the aesthetic and cultural forms to which Benjamin so often turned-namely, radio broadcasts, children's theatrical productions, collections, cityscapes, public cinemas, and word games-swell with educational potentialities. What emerges from Lewis's reading is a constellational curriculum composed of minor practices such as poor teaching, absentminded learning, and nondurational studying. This curriculum carries political significance, offering an antidote to past and present forms of fascist manipulation, hardness, and coldness. Walter Benjamin's Antifascist Education is a testimony to Benjamin's belief that "everyone is an educator and everyone needs to be educated and everything is education."
E-bok
PDF, Engelska, 2012570 kr
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This innovative book examines the aesthetic event of education. Extending beyond the pedagogy of art or art appreciation, Tyson E. Lewis takes a much broader view of aesthetics and argues that teaching and learning are themselves aesthetic performances. As Jacques Ranciere has recently argued, there is an inherent connection between aesthetics and politics, both of which disrupt conventional distributions of who can speak and think. Here, Lewis extends Ranciere''s general thesis to examine how there is not only an aesthetics of politics but also an aesthetics of education. In particular, Lewis'' analysis focuses on several questions: What are the possibilities and limitations of building analogies between teachers and artists, education and specific aesthetic forms? What is the relationship between democracy and aesthetic sensibilities? Lewis examines these questions by juxtaposing Ranciere''s work on universal teaching, democracy, and aesthetics with Paulo Freire''s work on critical pedagogy, freedom, and literacy. The result is an extension and problematization of Ranciere''s project as well as a new appreciation for the largely ignored aesthetic dimension of Freire''s pedagogy of the oppressed.
Inbunden, Engelska, 2012
1 941 kr
Skickas inom 10-15 vardagar
This innovative book examines the aesthetic event of education. Extending beyond the pedagogy of art or art appreciation, Tyson E. Lewis takes a much broader view of aesthetics and argues that teaching and learning are themselves aesthetic performances. As Jacques Ranciere has recently argued, there is an inherent connection between aesthetics and politics, both of which disrupt conventional distributions of who can speak and think. Here, Lewis extends Ranciere's general thesis to examine how there is not only an aesthetics of politics but also an aesthetics of education. In particular, Lewis' analysis focuses on several questions: What are the possibilities and limitations of building analogies between teachers and artists, education and specific aesthetic forms? What is the relationship between democracy and aesthetic sensibilities? Lewis examines these questions by juxtaposing Ranciere's work on universal teaching, democracy, and aesthetics with Paulo Freire's work on critical pedagogy, freedom, and literacy.The result is an extension and problematization of Ranciere's project as well as a new appreciation for the largely ignored aesthetic dimension of Freire's pedagogy of the oppressed.
E-bok
Engelska, 2012590 kr
Läs direkt efter köp
This innovative book examines the aesthetic event of education. Extending beyond the pedagogy of art or art appreciation, Tyson E. Lewis takes a much broader view of aesthetics and argues that teaching and learning are themselves aesthetic performances. As Jacques Ranciere has recently argued, there is an inherent connection between aesthetics and politics, both of which disrupt conventional distributions of who can speak and think. Here, Lewis extends Ranciere''s general thesis to examine how there is not only an aesthetics of politics but also an aesthetics of education. In particular, Lewis'' analysis focuses on several questions: What are the possibilities and limitations of building analogies between teachers and artists, education and specific aesthetic forms? What is the relationship between democracy and aesthetic sensibilities? Lewis examines these questions by juxtaposing Ranciere''s work on universal teaching, democracy, and aesthetics with Paulo Freire''s work on critical pedagogy, freedom, and literacy. The result is an extension and problematization of Ranciere''s project as well as a new appreciation for the largely ignored aesthetic dimension of Freire''s pedagogy of the oppressed.
Häftad, Engelska, 2014
546 kr
Skickas inom 10-15 vardagar
This innovative book examines the aesthetic event of education. Extending beyond the pedagogy of art or art appreciation, Tyson E. Lewis takes a much broader view of aesthetics and argues that teaching and learning are themselves aesthetic performances. As Jacques Ranciere has recently argued, there is an inherent connection between aesthetics and politics, both of which disrupt conventional distributions of who can speak and think. Here, Lewis extends Ranciere's general thesis to examine how there is not only an aesthetics of politics but also an aesthetics of education. In particular, Lewis' analysis focuses on several questions: What are the possibilities and limitations of building analogies between teachers and artists, education and specific aesthetic forms? What is the relationship between democracy and aesthetic sensibilities? Lewis examines these questions by juxtaposing Ranciere's work on universal teaching, democracy, and aesthetics with Paulo Freire's work on critical pedagogy, freedom, and literacy. The result is an extension and problematization of Ranciere's project as well as a new appreciation for the largely ignored aesthetic dimension of Freire's pedagogy of the oppressed.
Häftad, Engelska, 2022
126 kr
Skickas inom 5-8 vardagar
What kind of university is possible when digital tools are not taken for granted, but hacked for a more experimental future?The global pandemic has underscored contemporary reliance on digital environments. This is particularly true among schools and universities, which, in response, shifted much of their instruction online. Because the rise of e-learning logics, ed-tech industries, and enterprise learning-management systems all threaten to further commodify and instrumentalize higher education, these technologies and platforms have to be creatively and critically struggled over. Studious Drift intervenes in this struggle by reviving the relationship between studying and the generative space of the studio in service of advancing educational experimentation for a world where digital tools have become a permanent part of education. Drawing on Alfred Jarry’s pataphysics, the “science of imaginary solutions,” this book reveals how the studio is a space-time machine capable of traveling beyond the limits of conventional online learning to redefine education as interdisciplinary, experimental, public study.
Inbunden, Engelska, 2017
1 376 kr
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This book presents a collection of vivid, theoretically informed descriptions of flashpoints––educational moments when the implicit sociocultural knowledge carried in the body becomes a salient feature of experience. The flashpoints will ignite critical reflection and dialogue about the formation of the self, identity, and social inequality on the level of the preconscious body.
E-bok
Engelska, 2017393 kr
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This book presents a collection of vivid, theoretically informed descriptions of flashpoints––educational moments when the implicit sociocultural knowledge carried in the body becomes a salient feature of experience. The flashpoints will ignite critical reflection and dialogue about the formation of the self, identity, and social inequality on the level of the preconscious body.
Häftad, Engelska, 2018
320 kr
Skickas inom 10-15 vardagar
This book presents a collection of vivid, theoretically informed descriptions of flashpoints––educational moments when the implicit sociocultural knowledge carried in the body becomes a salient feature of experience. The flashpoints will ignite critical reflection and dialogue about the formation of the self, identity, and social inequality on the level of the preconscious body.
Häftad, Engelska, 2023
139 kr
Skickas inom 5-8 vardagar
Inbunden, Engelska, 2026
1 300 kr
Skickas
Offers a radical new interpretation of research-creation, connecting current practices to their lost alchemical predecessors.Research-creation is an attempt to suspend the operative divisions that define Western modernity—divisions between the head and the hand, knowledge and pleasure, science and art. Yet this practice, which has so much promise, has often fallen prey to facile, fashionable notions of interdisciplinarity and hybridizations of science and art. The Alchemy of Research-Creation charts a new, imaginative genealogy for research-creation by returning to a spatial and temporal configuration that predates the advent of the divided Western world: the alchemical studio. Shifting focus to the alchemical studio means fundamentally reconceptualizing the problematic of research-creation, aligning it with queer, pataphysical, and neurodiverse forms of non-knowledge rather than more familiar, safe epistemological questions about scientific validity and aesthetic judgment. Through engagements with pataphysical artists, critical theorists, and occult practitioners, Tyson E. Lewis and Peter B. Hyland open up a dark dimension within research-creation that has the potential to set adrift what can be thought and sensed beyond the current coordinates of our divided world.