When Unhappiness Is Not the Endpoint, Fostering Justice through Education
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| Title: | When Unhappiness Is Not the Endpoint, Fostering Justice through Education |
|---|---|
| Language: | English |
| Authors: | Lie, Elin Rodahl (ORCID |
| Source: | Ethics and Education. 2022 17(2):183-196. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Justice, Psychological Patterns, Outcomes of Education, Educational Philosophy, Daily Living Skills, Foreign Countries |
| Geographic Terms: | Norway |
| DOI: | 10.1080/17449642.2022.2054562 |
| ISSN: | 1744-9642 1744-9650 |
| Abstract: | With a specific example from Norway and inspiration from Sara Ahmed's The Promise of Happiness, this article demonstrates how today's educational rhetoric lacks the language and will to recognise a key pedagogical dimension in education: what happens when the normative ambitions of education and students meet. At best, teaching students life skills to mitigate their mental health issues is naive. Inspired by Ahmed, such an initiative might actually work against its purpose. At a time when educational outcomes are emphasised in local and international political contexts, I argue that the task of philosophy of education should be 1) to reclaim the significance of the pedagogical dimension in education and 2) to philosophise on what negative emotions such as unhappiness require of education. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1355616 |
| Database: | ERIC |
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| Abstract: | With a specific example from Norway and inspiration from Sara Ahmed's The Promise of Happiness, this article demonstrates how today's educational rhetoric lacks the language and will to recognise a key pedagogical dimension in education: what happens when the normative ambitions of education and students meet. At best, teaching students life skills to mitigate their mental health issues is naive. Inspired by Ahmed, such an initiative might actually work against its purpose. At a time when educational outcomes are emphasised in local and international political contexts, I argue that the task of philosophy of education should be 1) to reclaim the significance of the pedagogical dimension in education and 2) to philosophise on what negative emotions such as unhappiness require of education. |
|---|---|
| ISSN: | 1744-9642 1744-9650 |
| DOI: | 10.1080/17449642.2022.2054562 |
