Love Foolosophy: Pedagogy, parable, perversion

Educational Philosophy and Theory 45 (6):625-636 (2013)
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Abstract

Popular filmic and literary stereotypes of teachers from Brodie and Chips to Keating and Schneebly have not only reflected a public desire for radically innovative and perverse teaching practices, but also created those paradigms in ways that are not always readily identifiable or traceable. This article seeks to analyse tensions between traditional institutional protocols and contemporary populist opinion on the role of the effective teacher. In doing so, the article takes Peter Weir’s Dead Poets Society (1989) as a primary example of those tensions and argues for a perverse ‘foolosophical’ view of pedagogical performance and a new appreciation for the necessity of ignorance in the classroom. Since ignorance and understanding are not taken as unambiguous antonyms, the article proposes that effective teaching and learning occur most effectively in the interstices between humility and hospitality.

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Eamonn Dunne
Trinity College, Dublin

Citations of this work

Pedagogy Without Pedagogy: Dancing with Living, Knowing and Morale.Rosa Hong Chen - 2015 - Educational Philosophy and Theory 47 (7):688-703.
Untology.Éamonn Dunne - 2016 - Philosophy and Rhetoric 49 (4):571-588.
The Economic Problem of Masochism in Education.Ansgar Allen & Emile Bojesen - 2018 - Confero: Essays on Education, Philosophy and Politics 5 (2):1-30.

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References found in this work

Without alibi.Jacques Derrida - 2002 - Stanford, CA: Stanford University Press. Edited by Peggy Kamuf.

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