Political Education in Times of Political Apathy and Extreme Political Pathos As Global Ways of Life
Educational Studies in Japan: International Yearbook No. 13, March, 2019. pp. 81-95 Political Education in Times of Political Apathy and Extreme Political Pathos as Global Ways of Life Marianna Papastephanou* Locating political education in a global time of pathos and apathy, this article explores some complexities that derive from various notions of human distance and aff ect potentialities of democracy as a way of life. It begins with a diagnosis of current, global realities and discusses the philosophical act of diagnosis as such. The operations of (a)pathetics thus singled out are then crit- ically connected to Friedrich Nietzsche’s ‘pathos of distance’, Michel Fou- cault’s visit to Japan and William James’ essay on ‘what makes life signifi cant’ in which he critiques an accomplished ‘democratic’ utopia of his times. The conclusion indicates how the registered complexities present political education with further challenges of (non)translatability. Keywords: democracy; passion; inclusion; aff ect; distance; translation; normativity Introduction The title of this article locates political education in the globalized world at a given time and demarcates this time with an opposition: apathy and pathos. Against the normative ex- pectation that democracy as a way of life will become global to lead the world toward better prospects, it seems that major pathologies related to this opposition and undermining demo- cratic potentialities gain cross-cultural and transnational sway. Yet, contra such realities, there is by now a global educational-theoretical consensus, valuable, in my view, that schooling should cultivate democracy in one way or another. From John Dewey’s commitment to democracy through Jacques Derrida’s qualifi ed welcome of the implicit normativity of a democracy to come, the ‘power of all’ and its politics, its * Professor of Philosophy of Education, University of Cyprus, Department of Education, Cyprus and Professor II, University of Oslo, Department of Education, Norway.
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