El potencial ético-político del presente educativo: Principio aristocrático versus principio democrático

• SÄFSTRÖM, Carl Anders ^[1]
  1. [1] Maynooth University
• Localización: Teoría de la educación, ISSN 1130-3743, Vol. 33, Nº 1, 2021, págs. 11-33
• Idioma: español
• DOI: 10.14201/teri.22894
• Títulos paralelos:
  • The ethical-political potentiality of the educational present: aristocratic principle versus democratic principle
• Enlaces
  • Texto completo  1    2  
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Este artículo explorará una tradición sofista de pensamiento educativo, que se ocupa del mundo y no de una esfera de ideas distinta del mundo, y sugerirá algunas distinciones y conceptos centrales que se derivan de dicha tradición en la actualidad.

    Las distinciones que se discuten son entre: crianza, escolarización y educación; prin- cipio de educación aristocrático versus democrático; concepción aristocrática versus democrática de la naturaleza; y cultura como estática versus cultura como praxis . La igualdad se destaca en el documento como un concepto central para la democracia y la educación, y se discute a través de Jacques Rancière. Las distinciones establecidas también dejarán claro lo que está en juego si consideramos el pensamiento educativo como condición para la democracia y para una vida digna para todos. El contraste entre el principio aristocrático y el principio democrático de la educación se centrará en las concepciones de violencia y no-violencia, de acuerdo con los análisis de Judith Butler y Franco «Bifo» Berardi. En un párrafo final, el documento analiza cómo se desa- rrolla la igualdad en relación con la enseñanza, y la discusión se amplía explorando la concepción de Judith Butler de « grievability ». El artículo concluye sugiriendo que la educación es el potencial ético-político de un nuevo comienzo dentro del actual orden de cosas y, por tanto, es la praxis misma del cambio, siendo así también lo que hace posible la paideia en primer lugar.

  • English

    This paper will explore a Sophist tradition of educational thought, which is concerned with the world and not a sphere of ideas as distinct from the world, and to suggest some central distinctions and concepts following from such tradition today.

    The distinctions which are discussed are between; upbringing, schooling and educa- tion; aristocratic versus democratic principle of education; aristocratic versus demo- cratic conception of nature; and, culture as static versus culture as praxis. Equality is highlighted in the paper as a central concept for democracy as well as education and are discussed through Jacques Rancière. The distinctions established will also make clear what is at stake if we consider educational thought as conditional for democracy and a liveable life for anyone. The contrast between the aristocratic principle and the democratic principle for education will centre on conceptions of violence and nonviolence, in accordance with Judith Butler and Franco «Bifo» Berardi’s analyses. In a final paragraph the paper discusses how equality play out in relation to teaching, and the discussion is extended by exploring Judith Butler’s conception of ‘grievability’.

    The paper concludes by suggesting that education is the ethical-political potentiality of a new beginning within the present order of things, and therefore the very praxis of change of this order, and therefore what makes paideia possible in the first place.

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