London Branch Seminar
All are welcome.
A summary of the paper is attached here.
As this is the last seminar of the term before we break up for the summer, we will be having a small party afterwards. Please feel free to bring some drinks and/or snacks with you to share, if you can. Thank you all for your participation this year!
Over the last few years, the need for a recovery of teaching has been reclaimed after decades in which “the constructivist metaphor” had led to its marginalization, by mostly reducing it to a facilitation of learning. Joining in this debate, from a philosophical-educational perspective, and by taking my cue from some ideas of Gert Biesta, I endeavour to examine the dynamics of re-childing in teaching – thus complementing his very welcome emphasis upon grown-up-ness – and the role that the curriculum can have in that “non-coercive rearrangement of desires,” the triggering of which he has proposed as one of the tasks of teaching. As the title would like to suggest, the talk aspires also to represent a critical engagement – from a reverse angle, so to speak – with the issues raised by a classic like Dewey’s The Child and the Curriculum.
Stefano Oliverio is senior lecturer of Education at the Department of Political Sciences of the University of Naples Federico II. He holds a degree in philosophy and a PhD in Education. He publishes and teaches in the areas of philosophy of education, educational theory, Philosophy for Children, intercultural education, and American pragmatism. From 2013 to 2017 he was vice-president of the International Council of Philosophical Inquiry with Children (ICPIC).