Pedagogy of Mythos
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Pedagogy of Mythos by Bryan Metcalfe A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Humanities, Social Sciences and Social Justice Education University of Toronto © Copyright by Bryan Metcalfe 2013 Pedagogy of Mythos Bryan Metcalfe Doctor of Philosophy Department of Humanities, Social Sciences and Social Justice Education University of Toronto 2013 Abstract This work is a philosophical examination of the relevance and function of socio- political myths in education. Central to this work is exploring the antinomy between myth and reason. Drawing on the work of philosopher Hans Blumenberg, I defend his view that one should go beyond the myth and reason antinomy and understand myth as an important and unique mode of symbolic orientation that, along with reason and science, is an essential part of humanity’s symbolic interaction with the world. From this view, I explore how socio-political myths are philosophically and practically relevant to the analysis of society in general and education specifically. Of particular importance, I argue that a philosophical understanding of ‘socio-political myth’ should be integrated as part of the critical democratic conception of education. By integrating a substantive philosophical understanding of socio-political myths into the critical democratic framework, a number of important pedagogical implications are revealed. Specifically, this work reveals how two particularly powerful socio-political myths that are currently embedded in the Canadian education system, the meritocratic and neoliberal ii myths, ultimately erode and undermine values, beliefs and educational practices that are consistent with democracy. In addition, I contend that socio-political myth should be understood as an important and necessary narrative corollary to critical democratic praxis. As such, I conceptualize and defend what I denote as democratic myth as an essential narrative to the development of critical participatory democracy both in and through education. Finally, I conclude this work by examining how democratic myth may be practically developed by teachers and students. iii Acknowledgments I like to begin by thanking my committee members Dr. Mario DiPaolantonio and Dr. Trevor Norris for their extremely insightful feedback and advice throughout the drafts of this work. I would also like to thank Dr. John Portelli whose classes first inspired my interest in myth and whose philosophical insights into education have not only informed the creation of this work but my own teaching practice as well. Deep gratitude to Dr. Jason Price who first opened my eyes to the possibility of pursuing this degree. Without your early guidance and help, I certainly would not have been able to start this journey. Thanks to my teaching colleagues Paul Frawley, Julie Simon, and Lea-Ellen Carter for reading and providing feedback to my early drafts. And much gratitude to Chris Pezzarello for many hours of sifting through and providing critical feedback to this work from its inception. Thank you to my late grandfather Irv Barfoot. Your immense pride for all of my accomplishments, including this work, was always touching and will always be remembered. A special thanks to my brother Mike. Our long days of landscaping and equally long talks together have provided many laughs and much wisdom. Words cannot adequately capture my appreciation to my parents. Thanks to my mother, who has always pushed me to strive for excellence and whose loving words of encouragement have always inspired me when I needed it most. And thanks to my father: our long conversations, debates and philosophical reflections spurred my love of philosophy and my critical pursuit of truth. Finally, this work is dedicated to Jessica Bellmore, my extraordinary wife, and our beautiful daughter, Eva. Eva, you have deepened my love of life and inspire me to make a better future. Jessica, your infinite love, patience and support are the foundation for every word and idea of my dissertation. This work is a testament to the strength of our love and our commitment to one another. iv Table of Contents Introduction: Mythos, Logos and Education..........................1 .1 Rethinking Myth............................................................................1 .2 Myth and Critical Democratic Education......................................4 .3 Outline...........................................................................................8 Chapter 1: Philosophy and Myth...........................................12 1.1 Introduction..................................................................................12 1.2 Ancient Greece and the Emergence of the Mythos, Logos Antinomy......................................................................................14 1.3 Mythos, Logos, and Early Christianity.........................................18 1.4 Mythos, Logos, and the Enlightenment.........................................21 1.5 Mythos, Logos, and the Romantic Philosophers...........................31 1.6 Mythos, Logos, and the Twentieth Century..................................35 Chapter 2: Hans Blumenberg and Philosophy of Myth….....43 2.1 Introduction...................................................................................43 2.2 Blumenberg’s Philosophical Anthropology and Myth.................45 2.3 Blumenberg and the Work of Myth..............................................48 2.4 Blumenberg and the Mythos, Logos Antinomy............................49 2.5 Blumenberg and Mythic Significance..........................................51 2.6 Blumenberg and Work on Myth...................................................56 2.7 Blumenberg and the Reception of Myth.......................................61 2.8 Blumenberg, Myth, and the Contemporary Age...........................62 2.9 Blumenberg and Political Myth....................................................70 Chapter 3: Socio-Political Myths..........................................74 3.1 Introduction..................................................................................74 3.2 Politics, Myth and Reason............................................................76 3.3 Political Myths and Sacredness....................................................78 3.4 Political Myths and Ideology........................................................81 3.5 Political Myth and Blumenberg’s Principle of Insufficient Reason...........................................................................................86 3.6 Political Myth and Taylor’s Social Imaginary..............................89 3.7 Political Myth and Utopias............................................................95 3.8 Political Myth and Morality..........................................................99 3.9 The Philosophical Challenges of Embracing Myth....................100 v Chapter 4: Critical Pedagogy and Political Myth..............109 4.1 Introduction..............................................................................109 4.2 Political Myth, Critical Pedagogy, and Marxism.....................110 4.3 Critical Pedagogy, Paulo Freire, and Myth as Socio- Political Illusions......................................................................115 4.4 Critical Pedagogy and Blumenbergian Philosophy of Myth.........................................................................................118 4.5 Critical Pedagogy and the Receptivity of Myth.......................123 4.6 Critical Pedagogy, Political Myth and Reason.........................125 4.7 Political Myths in Critical Pedagogy........................................127 4.8 Political Myth, Critical Pedagogy, and Praxis..........................131 4.9 Political Myth as a Symbolic Ally of Social Transformation.........................................................................133 4.10 Next Steps: Political Myth and Critical Pedagogy...................138 Chapter 5: The Myth of Meritocracy.................................141 5.1 Introduction..............................................................................141 5.2 The Historical and Theoretical Roots of the Myth of Meritocracy..............................................................................142 5.3 Meritocracy as Political Myth and the Case Study of Chris Gardner...........................................................................148 5.4 The Meritocratic Myth and Schools.........................................153 5.5 The Myth of Meritocracy and Merited Materialism................158 5.6 A Critical Analysis of the Meritocratic Myth’s Conception of “Deserving”......................................................162 5.7 A Critical Analysis of the Meritocratic Myth’s Conception of “Natural” Sorting..............................................166 5.8 A Critical Analysis of Meritocratic Myth: Embracing Versus Manufacturing Difference............................................170 5.9 Meritocratic Myth and the Erosion of Democracy...................174 Chapter 6: The Neoliberal Myth and Education................179 6.1 Introduction..............................................................................179 6.2 Neoliberalism’s Historical and Theoretical Roots...................181 6.3 Neoliberal Theory, the Social Imaginary, and Political Myth.........................................................................................185 6.4 Points of Comparison: The Neoliberal Myth and the Meritocratic Myth....................................................................188