Transformative unlearning: safety, discernment and communities of learningThis paper aims to stimulate awareness about the intellectual and emotional work of ‘unlearning’ in knowledge workers in the emerging learning age. The importance of providing a safe space for dialogue to promote transformative learning, through building ‘communities of learning’, is highlighted. Unlearning is conceptualized within a transformative education paradigm, one whose primary orientation is discernment, a personal growth process involving the activities of receptivity, recognition and grieving. The author utilizes (...) the metaphor of an unfolding spiral path to explore her experience of needing to ‘unlearn’ a trusted nursing practice prior to ‘learning’ new best caring practices related to infant sleep positions. Macro and micro approaches to facilitating unlearning in organizations, in learners and in nurses are suggested. (shrink)

Unlearning is a recurrent theme in Japan. To further understanding of what this entails, we focus on the view of learning laid out by a revered 13th century Zen-inspired playwright. For Zeami, learning involved a movement from the acquisition to unlearning of skills, punctuated by an experience of mushin, followed by creative reemergence. To deepen understandings of this unlearning model, we turn to draw comparison with recent discussions in the Western literature, focusing on Double-Loop Learning and Learning (...) III, both inspired by Bateson. Learning III, which Bateson utilized several Zen references to explicate, appears to gesture towards the alternative punctuation of learning envisaged by Zeami, although differences remain. We then shift to highlight empirical work on contemporary Japanese schooling, highlighting practices which suggest elements of a Zeami-like worldview continue to live on in Japan’s learning culture. Unlearning, when viewed as a living tradition embedded in culture, rather than merely a premodern past or future philosophical possibility, help sets the stage for a transnational, transdisciplinary dialogue on how we learn. We perform our own extended dialogue that led to this piece, a mode of engagement we view as methodological innovation, as we work to unlearn our past parochialisms. (shrink)

This article examines how we as researchers in a constantly changing world can challenge ourselves by ‘unlearning’ what we know, and perhaps take for granted, about children. What happens, for example, to the notion of the child in a world of transformation? To address these questions, I argue that we need to explore the act of unlearning both imagined and ‘real’ children. The act of unlearning encourages confusion, uncertainty, courage, and changes of mind as a way of (...) learning anew. Through explorations of empirical examples from research with and about children, issues such as the no-where child, the now-here child, agency, numerical age, vulnerability, and competence are discussed. The analyses do not offer a coherent alternative. The purpose is rather to shake things up and create openings and possibilities. (shrink)

In The Unlearned Lessons of the Twentieth Century , the sequel to Icarus Fallen, published by ISI Books in 2003, Chantal Delsol maintains that the age in which we live—late modernity—calls into question most of the truths and beliefs bequeathed to us from the past. Yet it clings to a central belief in the dignity of the human person, the cornerstone of the doctrine of universal human rights to which even secular Westerners still cling. At the same time, the process (...) of dehumanization so evident in the ideologies and totalitarianism of the twentieth century remains at work. Delsol charges that it is not enough to proclaim human rights as a sort of incantation but that, rather, one must understand what sort of being the human person is if humans are to be genuinely respected. In other words, if the philosophy of human rights is to form the basis of Western culture, it must rest on a truer understanding of the human person than that which is taught—both explicitly and implicitly—in the contemporary West. (shrink)

The aim of this book is to show why we should hold 'unlearning' to be a crucial ‘capability’ _in_ and _for_ education at this point in our history. The author argues that it enables to pose and take seriously the problem of ‘governmentality’: How are we governed — individually and collectively? Do we wish to be governed in this or that way, to this or that extent, so much, so little, or so badly, under these or those conditions? Or (...) do we wish instead to be self-governed and thereby practice our freedom and be more autonomous, relatively speaking? As such, it puts in question in a radical way the twin pillars of the so-called ‘contemporary consensus’ — ‘representative democracy’ and ‘capitalism’ — and makes it possible to take a critical measure of their limits, insufficiencies, and irremediable deficits. (shrink)

We regret to inform our readers that Marianne (Tracy) Paget died of cancer in December 1989. She continued her work virtually until her death. She left a manuscript in which she writes about her own experiences with cancer. The Text from Life, which her colleagues and friends will have published. She was a courageous and remarkable scholar, a life long friend of this journal, and a dedicated phenomenologist. She will be greatly missed. The Editor.

At the beginning of the Posterior Analytics, Aristotle says that “all learning and all rational teaching arises from previously existing knowledge”. How, then, can we have any knowledge? If all our knowledge is acquired by learning that depends on previously existing knowledge, then we would have an infinite regress of still prior knowledge, with the result that we cannot learn anything without having learned something else first. If we reject this possibility, then the only one that remains is that we (...) have some knowledge that we did not learn. This might happen in two ways: either we have some knowledge that we never acquired at all, or we have some knowledge that we acquired but without learning it. We would have knowledge that we never acquired if there was never a time at which we did not have it (which would entail, of course, that we were born with it). Plato held that we do have such knowledge, and indeed that all the genuine knowledge that we have is innate in this way. Aristotle, however, denies that we have innate knowledge (for instance at An. Post. II.19, 100a10). Since he nevertheless does think that we have knowledge, he must think that we have some knowledge which we did not acquire by learning. In fact, he does present such a view in Posterior Analytics II.19, where he claims that our knowledge of the principles ( ¢¡¤£¦¥¨§ ) of sciences comes to us through perception and induction and that the state of knowledge of them is “intelligence” or “thought” ( © ). Aristotle says explicitly that in this process the mind is passive; therefore, it is reasonable for us to regard it as not being a kind of learning (or at any rate as a kind of rational learning). Thus, Aristotle’s overall position is consistent. (shrink)

༄༅ REVIEWS ༄༅ -/- « An exhilarating and lucid introduction to Buddhist thought. Sativihari begins with a sophisticated reading of the Four Noble Truths as a sacred poem and ends with a plea for more compassionate culture and politics. In between there is wisdom spiked on every page. »【Mark Kingwell, Department of Philosophy, University of Toronto】 -/- « I am deeply grateful for Rishi Sativihari's achievement in ‘Unlearning The Basics.’ Often, attempts to help Westerners understand Buddhism rely too heavily (...) on idealist philosophies, leading to a kind of mystification of the four noble truths. Because Dr. Sativihari appeals consistently to experience and is sophisticated in his understanding of Western philosophy and theology, he can present the four noble truths with profound spiritual realism. The work is very reader-friendly, showing the fruits of extensive reflection on pedagogical practice. There is genuine spiritual maturity at work in this text. »【Gilles Mongeau S.J., Regis College, University of Toronto】 -/- « ‘Unlearning The Basics’ might be understood as a sequel to the classic ‘Zen Mind, Beginner's Mind’ : gently nudging us back to what we thought we knew and helping us to discover something fresh and real — something suddenly self-evident. A rare and precious achievement. »【Kurt Spellmeyer, Department of English, Rutgers University】 -/- ༄༅༅༅༅ FROM THE FOREWORD BY MU SEONG ༄༅༅༅༅༅ « It is axiomatic that the teachings of the Buddha have found their integrity and authenticity in each generation in the lives as well as interpretative efforts of a handful of practitioners and thinkers. Rishi Sativihari’s is one of these new voices and it’s a pleasure to sit back and listen to it. Sativihari’s argument that — “the four truths were given in a certain order, not only for the sake of creating a logical system of thought, but because experientially they emerged in that way in the Buddha’s life, building progressively on one another” — never rang more true. » « If there is any “system” at all in the Buddha’s teachings, the Four Noble Truths are that system. These truths (or reflections, if you will) are secular, etiological, and universally human. They are free of the ontological promiscuities and speculative metaphysics in which so many religious systems get bogged down. Unlearning the Basics remains impeccably faithful to these orientations of the Four Noble Truths and this orientation is what makes his book an exciting read. » « This book is in many ways a model for how the teachings of the Buddha could and should be talked about in a psychologically mature and sophisticated manner, in a way congruent with recent findings in brain research and cognitive science. Sativihari touches upon these researches and findings to supplement his own innovative insights into what the Buddha was trying to convey to his audience in his explication of the Four Noble Truths. Sativihari’s commitment to using Pali and Sanskrit words as his primary frame of reference, rather than their often garbled and confusing English translations, lends a much-appreciated gravitas to his presentation. » « This is an important book… It adds much to the current discourses and also brings us much closer to a more nuanced understanding of the Buddha’s own thought processes. »【Mu Soeng, Scholar in Residence, Barre Center for Buddhist Studies】 . (shrink)

How does teaching veer? In what ways can we tell if a literature lesson veers constructively or otherwise? How do we determine its limits and the correlations between success or failure in our teaching when — individually or collectively — we veer in a novel, a short story or a poem? If veering, as Nicholas Royle argues, can offer us a more dynamic critical vocabulary for reading literary works by developing singular responses to risk, failure, uncertainty and difficulty, then surely (...) it can also be a profitable way to determine the peripheries of pedagogical practice, what we can and cannot expect from the experience of education. Using the example of the short story ‘Powder’ by Tobias Wolff, and the responses from a given class in the specific context of reading this story, this article examines moments of veering and the difficulties of responding responsibly to the vicissitudes of what I will call moments of unlearning. The questions are, can we veer from theories of literature to theories of teaching? Have critique and difficulty (critique as an experience and practice of difficulty) run aground in our current context? Is it time, consequently, to veer away from difficulty as the purpose of teaching and learning? And if so, what would that veering look like as a practical pedagogical action? (shrink)

Recent studies show that when words are correlated with the colours they are printed in , colour identification is faster when the word is presented in its correlated colour than in an uncorrelated colour . The present series of experiments explored the possible mechanisms involved in this colour-word contingency learning effect. Experiment 1 demonstrated that the effect is already present after 18 learning trials. During subsequent unlearning, the effect extinguished equally rapidly. Two reanalyses of data from Schmidt, Crump, Cheesman, (...) and Besner ruled out an account of the effect in terms of stimulus repetitions. Experiment 2 demonstrated that participants who carry a memory load do not show a contingency effect, supporting the hypothesis that limited-capacity resources are required for learning. Experiment 3 demonstrated that memory resources are required for both storage and retrieval processes. (shrink)

"After observing the trial of Adolf Eichmann, Hannah Arendt articulated her controversial concept of the "banality of evil", thereby one of the most chilling and divisive moral questions of the twentieth century: How can genocidal acts be carried out by non-psychopathic people? By revealing the full complexity of the trial with reasoning that defied prevailing attitudes, Arendt became the object of severe and often slanderous criticism... [This book] explores the ways in which [Arendt] "unlearned" recognized trends and patterns - both (...) philosophical and cultural - to establish a theoretical praxis all her own. Through an analysis of the social context and intellectual influences - Karl Jaspers, Walter Benjamin, and Martin Heidegger - that helped shape Arendt's process, Knott has formed a historically engaged and incisive contribution to Arendt's legacy."--Jacket. (shrink)

A study of a group of elementary school students learning to control a computer‐implemented Newtonian object reveals a surprisingly uniform and detailed collection of strategies, at the core of which is a robust “Aristotelian” expectation that things should move in the direction they are last pushed. A protocol of an undergraduate dealing with the same situation shows a large overlap with the set of strategies used by the elementary school children and thus a marked lack of influence of classroom physics (...) training on this student's naive physics. The data from these two studies are pooled and elaborated into a “genetic task analysis” of how one might come to understand Newtonian dynamics as a more or less natural evolution from the naive state. (shrink)

_Learning to Unlearn: Decolonial Reflections from Eurasia and the Americas _is a complex, multisided rethinking of the epistemic matrix of Western modernity and coloniality from the position of border epistemology. Colonial and imperial differences are the two key concepts to understanding how the logic of coloniality creates ontological and epistemic exteriorities. Being at once an enactment of decolonial thinking and an attempt to define its main grounds, mechanisms, and concepts, the book shifts the politics of knowledge from “studying the other” (...) toward “the thinking other”. Addressing areas as diverse as the philosophy of higher education, gender, citizenship, human rights, and indigenous agency, and providing fascinating and little-known examples of decolonial thinking, education, and art, Madina V. Tlostanova and Walter D. Mignolo deconstruct the modern architecture of knowledge—its production and distribution as manifested in the corporate university. In addition, the authors dwell on and define the echoing global decolonial sensibilities as expressed in the Americas and in peripheral Eurasia. The book is an important addition to the emerging transoceanic inquiries that introduce decolonial thought and non-Western border epistemologies not only to update or transform disciplines but also to act and think decolonially in the global futures to come. (shrink)

Immoral excesses of American foreign policy are so severe and so deep-rooted that American patriotism is now a moral burden. This love, which pulls toward amnesia, wishful thinking and inattention to urgent foreign interests, should be replaced by commitment to a global social movement that seeks to hem in the American empire. Teachers can advance this cause without abusing their positions. But to do so, they must violate distinctive social expectations at different levels of American education.

A recent article in Anthropology of Consciousness entitled ‘Imaginal research for unlearning mastery: Divination with Tarot as a decolonizing methodology’ argues that the Western Tarot may be a useful tool to facilitate decolonization despite (or perhaps in spite) of the colonial and imperial imprints of the accumulating class. This response points out the Tarot is in fact a tool developed by the accumulating class, designed specifically to facilitate the imposition of elite master narratives. This letter calls into question the (...) appropriateness and effectiveness of using the Tarot as a tool for decolonization. (shrink)

This essay is a response to the recent reemergence in the philosophical literature of direct acquaintance theories of epistemic justification and concept acquisition. A central difficulty that confronts proponents of direct acquaintance is that of providing an adequate account of the nature of the cognitive act involved in direct acquaintance. In this essay, I articulate two different approaches to this project. I distinguish those who claim that all acts of cognition involve conceptualization, subsumption of a particular under a kind, or (...) something therelike from those who think that there are non-conceptually mediated states with cognitive, phenomenal content. I locate a range of views of each kind on what I call "The Conceptual-Content Continuum" and "The Phenomenal-Content Continuum," respectively. ;I then examine both historical and contemporary direct acquaintance accounts of concept acquisition and epistemic justification. In particular I examine the work of Bertrand Russell, C. D. Broad, Howard Robinson, and Richard Fumerton. My aim is to see whether the contemporary accounts fare any better than their historical counterparts in the face of certain objections. I argue that they do not. (shrink)

This essay explores the ways in which John Henry Newman’s preaching on asceticism can speak to the ostensible tension in contemporary Christianity between ‘spiritual’ and ‘earthly’ concerns. Newman contends, paradoxically, that a conscious self-denial of lawful material pleasures is necessarily correlated to the Christian’s ability to perceive the spiritual grace that can be mediated by physical objects. The sermons of his Anglican period reflect what he would eventually articulate as the “sacramental principle,” namely that the material world presents “types and (...) the instruments of real things unseen.” This principle is grounded in the doctrine of the Incarnation, which he considers to be the central truth of the gospel. I argue that this anchoring in the Incarnation gives his preaching on asceticism an ultimately practical or “this worldly” character, and, more precisely, offers an understanding of asceticism not as a means of mystical knowledge or escapism but as the only way to live fully in the world. (shrink)

Bayesian modeling techniques have proven remarkably successful at representing rational constraints on agents’ degrees of belief. Yet Frank Arntzenius’s “Shangri-La” example shows that these techniques fail for stories involving forgetting. This paper presents a formalized, expanded Bayesian modeling framework that generates intuitive verdicts about agents’ degrees of belief after losing information. The framework’s key result, called Generalized Conditionalization, yields applications like a version of Bas van Fraassen’s Reflection Principle for forgetting. These applications lead to questions about why agents should coordinate (...) their doxastic states over time, and about the commitments an agent can make by assigning degrees of belief. (shrink)

Recent studies show that when words are correlated with the colours they are printed in, colour identification is faster when the word is presented in its correlated colour than in an uncorrelated colour. The present series of experiments explored the possible mechanisms involved in this colour-word contingency learning effect. Experiment 1 demonstrated that the effect is already present after 18 learning trials. During subsequent unlearning, the effect extinguished equally rapidly. Two reanalyses of data from Schmidt, Crump, Cheesman, and Besner (...) ruled out an account of the effect in terms of stimulus repetitions. Experiment 2 demonstrated that participants who carry a memory load do not show a contingency effect, supporting the hypothesis that limited-capacity resources are required for learning. Experiment 3 demonstrated that memory resources are required for both storage and retrieval processes. (shrink)

Review of: Potential History: Unlearning Imperialism, Ariella Aïsha Azoulay (2019) London and New York: Verso, 656 pp., ISBN 978-1-78873-571-1, p/bk, £30.00.

The concept of “unlearning” has been positively endorsed in both self-help literature and organizational research, but has yet to be discussed in the study of religions. Is there room for it in the conceptual space of religious socialization, pedagogy and spiritual seeking? Where does it occur in the spiritual journey, and what is its purpose? From the perspective of social learning, and drawing on a definition and model from organizational studies, the case for “unlearning” is considered with reference (...) to those leaving religion. Addressing research gaps identified by organizational-studies scholars, I consider how leavers experience the process of freeing themselves from previously held beliefs, practices and commitments. What is revealed is an iterative and emotionally fraught process in which even voluntary religious leavers struggle to move on, often feeling powerless, even coerced by others. Whilst there is a broad fit between the basic process model of unlearning and what leavers experience, that is not the full story. Furthermore, questions remain about whether “unlearning” is a necessary or suitable concept, not least because it is rarely used by scholars of religion or practitioners themselves, all of whom prefer other terms. (shrink)

ABSTRACT This article argues against Giorgio Agamben’s use of Paul’s Epistles to align Walter Benjamin’s critique of violence with antinomian theology and anarcholibertarian politics. It focuses specifically on Benjamin’s critical inheritance of Hermann Cohen’s concepts of unintentional sin and atonement to show that he reactivates a prophetic register of education in Jewish religious ethics. The article contends that these normative and narrative elements of Talmud Torah refute a reductive view of Jewish legalism in confronting the cultural afterlives of historical violence. (...) This argument not only uncouples the reception of Benjamin’s theopolitics from contemporary continental philosophy’s revivals of Pauline messianism, but also contributes to a plural field of political theology emerging beyond the scope of secularized concepts of governance derived from a spurious universalism. This article proposes that the nonidentity between human law and divine justice can orient necessary resistance to justifications for and acts of state violence committed in a community’s name. (shrink)

Machine unlearning (MU) is often analyzed in terms of how it can facilitate the “right to be forgotten.” In this commentary, we show that MU can support the OECD’s five principles for trustworthy AI, which are influencing AI development and regulation worldwide. This makes it a promising tool to translate AI principles into practice. We also argue that the implementation of MU is not without ethical risks. To address these concerns and amplify the positive impact of MU, we offer (...) policy recommendations across six categories to encourage the research and uptake of this potentially highly influential new technology. (shrink)

Established scholarship in arts education is invariably related to theories of development founded on notions of multiple intelligence and experiential learning. Yet when contemporary arts practice is retraced on a philosophical horizon, one begins to engage with other cases for learning. This state of affairs reveals art’s inherent paradox where the expectation of learning is substituted by forms of unlearning. This paper begins to approach unlearning through the tension between art and education, and more specifically through the dialectical (...) relationship between education’s dialogic agonism and art’s negative antagonism. What is here being proposed as unlearning reflects a critique of the moral-pedagogical outlooks that are imposed on art where artworks are expected to tell stories of truth through their propensity towards the beautiful and the good. In re-reading experiential anticipation as a form of anamnesis through a process of negation and contradiction, unlearning is also located in forms of mimetic scoping by which art’s assumed pedagogical trajectory turns into the opposite of recollection: as an act of willed forgetfulness. This peculiar ‘movement’ from a state of learning to that of unlearning constitutes the basis for a special kind of pedagogical aesthetics where the challenges of criticality and laterality articulate a special ‘world’ where learning may well work backwards. (shrink)