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This paper explores John Dewey's debt to Hegel by examining the relationship between his conception of growth and Bildung. Dewey's notion of the progressive subject takes the project of education as unending—it is both a personal and collective process that strives to synthesise competing social values democratically. Despite Dewey's rejection of absolutism and idealism, his teleological commitment to democracy reveals his tendency to revert to Hegel's philosophical ideals. Although Dewey was aware of capitalism's power to eclipse the advance of democracy, the Deweyan subject is no less a rational actor than homo economicus, making educational and democratic growth easily susceptible to market forces. This examination questions the extent to which our contemporary understanding of educational growth, inherited from Dewey, grounds itself in self-limitation—a quality that is central to the degrowth movement. This paper will evaluate whether Dewey's concept of growth is compatible with economic degrowth and its understanding of finite natural resources and the environmental dangers of capitalist expansion. An answer lies in the philosophy of Cornelius Castoriadis, who contended that self-limitation is essential for democracy to thrive and for the character of the social imaginary to shift. As we face a global environmental crisis, this shift is necessary. This article investigates whether Bildung, growth, and Castoriadis' concept of paideia are all the same idea by different names, equally prone to neoliberal 'reconciliation' or able to penetrate the current dominant imaginary towards degrowth. [ABSTRACT FROM AUTHOR]

This paper explores the interplay of control and trust in a cross-national and cross-cultural professional development course. It examines the differing expectations of the overseas high-ranked education officials who were the students and of the course teachers, particularly in terms of: approaches to control of content and of interpersonal interactions; the cultural contexts in which the attitudes were shaped; the effect of the participants' professional roles, particularly of their perceptions of accountability and power; the complex, continuing and yet shifting, interplays of control and trust and the ways these interplays impacted learning within the course. It proposes the concept of operational trust as a way to consider the relationship that developed. While the situation examined is situated within a particular context and reflective of the participants involved and therefore non-iterative, the discussion highlights patterns of interaction and gives rise to tentative theorisations with implications for other cross-cultural or cross-national teacher development projects. [ABSTRACT FROM AUTHOR]

In this paper, I argue that universities ought to account for the diverse conceptions of the good employed by their students. The complex nature of the good of education, which has both instrumental and intrinsic aspects, means that the modern university should be impartial between students who consume this good for itself or as a means towards more fulfilling goals. The discussion on the intrinsic nature of education follows the line of the Humboldtian perspective. The instrumental benefits considered are the better democratic outcomes reached by having an educated population, the autonomy-facilitating character of higher education and the improvement of marketable skills. I put forward the view that achieving a balance between satisfying the needs of students valuing education intrinsically and those of students valuing it instrumentally is a strategy that should be employed by universities if they aim at regaining their imperiled legitimacy. [ABSTRACT FROM AUTHOR]

Higher education institutions in the Arabian Gulf region today, which have mushroomed and proliferated in the past ten to fifteen years, have been constructing themselves along models of Western universities at the levels of governance, programs, and structure. At the outset of the twenty-first century, universities have globally experienced a drastic shift in their governance from 'republics of scholars' to stakeholder organizations. In this paper, we discuss and deconstruct some of the consequences of that drastic shift, paramount among which is the downsizing and neglect of some sciences/fields. We discuss some of the major problems that the Market Model of the University is facing in the West through a literature review. We also explore the academic view on some problems and challenges facing University governance today in the globe at large and specifically in the Arabian Gulf Region. We believe that universities in this region in their present state face the serious challenge of generating indigenous knowledge that fulfills the needs of citizens within this region, knowledge that draws upon the culture, history, and geography of the area and responds to the specific needs of citizens in this area. [ABSTRACT FROM AUTHOR]

This paper does not present an advocacy of a passive education as opposed to an active education nor does it propose that passive education is in any way 'better' or more important than active education. Through readings of Maurice Blanchot, Jacques Derrida and B.S. Johnson, and gentle critiques of Jacques Rancière and John Dewey, passive education is instead described and outlined as an education which occurs whether we attempt it or not. As such, the object of critique for this essay are forms of educational thought which, through fate or design, exclude the passive dimension, either within or outside of formal educational settings. An underlying component of this argument is therefore also that education does occur outside of formal educational settings and that, contra Gert Biesta and his critique of 'learnification', we may gain rather than lose something by attending to it as education. [ABSTRACT FROM AUTHOR]

As debate continues around the nature and values of education, it is important to ask the question of what factors motivate a student to engage with the ends of an educational institution. In this paper, a broad, holistic view of learner motivation, derived from Aristotelian ethics, is used to provide a model to drive institutional change. Focussing on the approach of one Higher Education institution to the particular accommodations required for students with disabilities, the paper identifies three factors which motivate students, a failure to engage with the aims and ends of the educational project, a failure to see that a particular learning aim is worth attaining, and a simple lack of will-power to attain it. To each of these failures a social cause is identified, and a change in both the institutional culture and the individual learner's approach to their education is suggested. [ABSTRACT FROM AUTHOR]

This paper will focus on Young's theories of heterogeneity, as they have developed from the essays in Throwing Like a Girl (1990) to those in Inclusion and Democracy (2000). Reading her theories of heterogeneity together with recent developments in political theory which seek to reclaim the agonistic and frictional aspects of polity and political democracy, the paper will argue that attempts to promote ‘citizenship education’ are less pressing than attempts to develop and promote political education. [ABSTRACT FROM AUTHOR]

Global economic and advanced capitalist agendas have taken on ideological dimensions that are flat, precise and which assert 'undeniable' facts. These agendas are gradually shaping a society and its education based on consumerism and a global economic order which is 'not accidentally or superficially spectacular, it is fundamentally spectaclist. In the spectacle ... goals are nothing, development is everything. The spectacle aims at nothing other than itself'. In this paper, I argue, in line with Debord, that teachers' work has moved from being predominantly controlled by technicist accountability and pedagogical conformity to become a form of decentred labour. Teachers' work has been transformed into the role of spectator, one who is destined to simply monitor events in the classroom and in technologized environments, caught between the economic world view and student consumer desire. In such a view, the teacher can do little more than watch while education, subjugated to economic dogma and digitized appearances, presents life as a spectacle of accumulation and desire. [ABSTRACT FROM AUTHOR]

This paper considers the questions that Badiou's theory poses to the culture of economic managerialism within education. His argument that radical change is possible, for people and the situations they inhabit, provides a stark challenge to the stifling nature of much current educational debate. In Saint Paul: The Foundation of Universalism, Badiou describes the current universalism of capitalism, monetary homogeneity and the rule of the count. Badiou argues that the politics of identity are all too easily subsumed by the prerogatives of the marketplace and unable to present, therefore, a critique of the status quo. These processes are, he argues, without the potential for truth. What are the implications of Badiou's claim that education is the arranging of ‘the forms of knowledge in such a way that truth may come to pierce a hole in them’ ( Badiou, 2005 , p. 9)? I will argue that Badiou's theory opens up space for a kind of thinking about education that resists its colonisation by the cultures of management and marketisation and leads educationalists to consider the emancipatory potential of education in a refreshing new light. [ABSTRACT FROM AUTHOR]

Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language-acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning-as-use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world ‘as it is’. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a ‘world’ that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of ‘negotiating meaning’, including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co-constructive potencies at a more fundamental level. [ABSTRACT FROM AUTHOR]

In this paper the authors take up James Marshall's work on the individual and autonomy. Their suggestion is that although the liberal notion of the autonomous individual might give us a standard of reference for the freedom of persons, the liberal tradition also circumscribes that freedom by prescribing it both as an attribute of persons and as a necessity for persons to exercise, in the form of choice, even though the range of choice is in fact limited. Starting from an account of James Marshall and Colin Lankshear's respective work on the nature of the individual, and using Heidegger, Nietzsche, Merleau-Ponty and others, they reintegrate the individual into society as it were, and finally, search for means of escape from the determinism of‘governmentality’. Drawing on notions such as‘technologies of the self’, hysteria and excess, integration of body and mind, individual and environment, subject and object, they describe the difficult, hesitant work of bringing existing parameters of thought and behaviour into consciousness. Some consequences for the relations of teachers and students within the school context are suggested. [ABSTRACT FROM AUTHOR]