• The premise that underlies this volume is that there are strong interconnections between wonder, education and human flourishing. And more specifically, that wonder can make a significant difference to how well one's education progresses and how well one's life goes. The contributors to this volume--both senior, well-known and beginning researchers and students of wonder--variously explore aspects of these connections from philosophical, empirical, theoretical and practical perspectives. The thr…Read more
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    In this paper, I focus on teachers’ lived experiences during the COVID-19 outbreak. Specifically, I explore the emotional impact the abrupt shift to online teaching had on teachers’ work and life throughout the various phases of the lockdown. I develop my argument by analyzing teachers’ everyday work, using a qualitative approach, and constructing a small-scale empirical study. Philosophically, my attempt is phenomenologically developed and is framed by Heidegger’s and Arendt’s thoughts. Methodo…Read more
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    Drawing on insights into the philosophies of Dewey and Heidegger, this book moves forward the greater philosophical discourse surrounding education. It illuminates deep affinities between the corresponding traditions of Dewey and Heidegger, broadly labeled hermeneutics and pragmatism, and in doing so reveals the potential of the Dewey-Heidegger comparison for the future of education. To accomplish this task, Vasco d’Agnese explores the Deweyan and Heideggerian understanding of existence and expe…Read more
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    Dwelling in the not-yet. Education as embodied paradox
    Educational Philosophy and Theory 50 (14): 1500-1501. 2018.
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    In my paper, by drawing on the writings Heidegger developed in the late 1920s, I wish to display what we may refer to as the thorough educational nature of Heideggerian reflection. It is my argument that the analysis of Dasein we find in the early Heidegger displays an extraordinary deep and dense reflection on selfhood and subjectivity, a reflection that is rooted in subject’s freedom and transcending. By paying attention to the interplay between these two features, I argue that in the late 192…Read more
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    In his article Potentialism and the experience of the new, Jasinski argues for the use of a potentialist approach in education by relating it to a line of thought that starts with Dewey and is fulfilled by Agamben and Lewis. Although the reading that Jasinski offers on potentialism is interesting, his understanding of Dewey is problematic. In this paper, I argue that much of what Jasinski claims as worthy of pursuit in education is already contained in the Deweyan questions of newness, openness,…Read more
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    Chasing Heideggerian circles: Freedom, call, and our educational ground
    Educational Philosophy and Theory 49 (10): 946-956. 2017.
    Over the last couple of decades, Heideggerian philosophy has become an important resource for educationalists. A growing body of literature has demonstrated its educational potential, thus illumining pivotal educational features and phenomena. Whereas my research is situated in the critical space opened by this literature, I adopt a slightly different perspective: in this paper, I discuss what we may refer to as the thoroughly educational nature of Heideggerian philosophy. I contend that Heidegg…Read more
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    Narrowing Down Education
    European Journal of Pragmatism and American Philosophy 8 (1). 2016.
    At least since the Lisbon Memorandum on Lifelong Learning, European education has been increasingly framed in terms of a neoliberal rallying cry. Such a gesture has widely affected education and schooling in Europe and has pushed educational institutions and processes towards a significant transformation. Such a transformation – and this is my point – is anything but benign: it implies a lack of invaluable educational features such as critical agency, democratic sharing, and meaning creation. In…Read more
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    In recent decades, the shift towards the “learnification” of educational discourse has de facto reframed educational purposes and schooling practice, thus reframing what students should know, strive for, and, in a sense, be. In this paper, given the efforts to disrupt the dominance of learning discourse, I seek to engage regarding a specific concern, namely, the progressive removal of imagination within educational official framework. Indeed, imagination has virtually disappeared from the docume…Read more
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    In this paper, I wish to offer insight into the role of paradox in teaching. I will do so by analyzing teachers’ everyday work, taking a qualitative approach and constructing a small-scale empirical study. Philosophically, my attempt is framed by Heidegger’s thought. Drawing from research data, I argue the following: paradoxes and dilemmas are the very basis of teaching, and a teacher cannot see paradoxes and dilemmas if she/he has already made an choice of disengagement from the profession. Sta…Read more
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    Intentionality and Thinking as ‘Hearing’. A Response to Biesta’s Agenda
    Educational Philosophy and Theory 48 (3). 2016.
    In his 2012 article Philosophy of Education for the Public Good: Five Challenges and an Agenda, Gert Biesta identifies five substantial issues about the future of education and the work required to address these issues. This article employs a Heideggerian reading of education to evaluate ‘Biesta’s truth’. I argue that Biesta’s point of view underestimates knowledge’s predominance and relativism; frames intentionality in pre-Heideggerian terms, which—although not a problem in itself because an in…Read more
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    Undergoing, Mystery, and Half-Knowledge: John Dewey’s Disquieting Side
    Studies in Philosophy and Education 35 (2): 195-214. 2015.
    In this article I argue that Dewey, throughout his work, conducted a systematic dismantling of the concept of rationality as mastery and control. Such a dismantling entails, at the same time, the dismantling of the auto-grounded subject, namely, the subject that grounds itself in the power to master experience. The Deweyan challenge to Western ontology goes straight to the core of the subject’s question. Dewey not only systematically challenged the understanding of thinking as a process consciou…Read more
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    Education as a Leap and as Transcendence: Rereading Dewey and Heidegger via Art
    Journal of Aesthetic Education 51 (4): 60-76. 2017.
    In this paper, I compare aspects of Heidegger’s and Dewey’s thoughts and argue that such a comparison is educationally promising. I make this argument primarily by comparing their understandings of art, which show striking similarities. Both Dewey and Heidegger, indeed, framed art as a favorite noetic experience; both conceived of art as something that not only completes thinking but that is even necessary for thinking to happen. Both philosophers conceived of art as a means of enlarging experie…Read more
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    The Essential Uncertainty of Thinking: Education and Subject in John Dewey
    Journal of Philosophy of Education 51 (1): 73-88. 2017.
    In this paper, I analyse the Deweyan account of thinking and subject and discuss the educational consequences that follow from such an account. I argue that despite the grouping of thinking and reflective thought that has largely appeared in the interpretation of Deweyan work, Dewey discloses an inescapable uncertainty at the core of human thinking. This move is even more challenging given Dewey's firm faith in the power of intelligent action, and in education as the means by which human beings …Read more
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    The aim of this paper is to discuss the role of art in Deweyan thought, making a case for the relationship among art, experience, and education. I will do so by drawing on both Deweyan works—primarily Art as Experience1 and chapter nine of Experience and Nature2—and scholarly literature devoted to the issue.3 Based on such precedents, I wish to argue that art plays a central function in Deweyan thought. Dewey conceived of art as the basis on which to deepen, enlarge, and make sense of experience…Read more
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    The Inner Violence of Reason: Re‐reading Heidegger via Education
    Journal of Philosophy of Education 49 (3): 435-455. 2015.
    Since Plato, Western thought has framed knowing as a method within ‘some realm of what is’ and a predetermined ‘sphere of objects’. The roots and the consequences of this stance towards reason and truth were noted by Heidegger, who equates the history of Western thought with the history of metaphysics. Since Plato, truth has relied on definition, hierarchy and mastery. Discourse on the truth begins to be discourse on the limits of things and, thus, on who is able to set these limits and discours…Read more
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    Is von Glasersfeld's constructivism actually radical? In this article, I respond to this question by analyzing von Glasersfeld's main works. I argue that the essential theoretical move of radical constructivism – namely the assertion that reality is the construction of a human mind that only responds to the subjective perception of ‘what fits’ – results in a conservative vision of reality, knowledge, and education. To the extent that the friction with, and the challenge of, reality is eliminated…Read more
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    The Essential Uncertainty of Thinking: Education and Subject in John Dewey
    Journal of Philosophy of Education 50 (4). 2016.
    In this paper, I analyse the Deweyan account of thinking and subject and discuss the educational consequences that follow from such an account. I argue that despite the grouping of thinking and reflective thought that has largely appeared in the interpretation of Deweyan work, Dewey discloses an inescapable uncertainty at the core of human thinking. This move is even more challenging given Dewey's firm faith in the power of intelligent action, and in education as the means by which human beings …Read more