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Journal of the Philosophy of Education Vol III (2018) Guillemette Johnston Depaul University, [email protected]

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Journal of the Philosophy of Education Vol III (2018) Guillemette Johnston Depaul University, Gjohnsto@Depaul.Edu Fordham University Masthead Logo DigitalResearch@Fordham Hermeneutic and Phenomenological Philosophies Research Resources of Science Spring 2018 Journal of the Philosophy of Education Vol III (2018) Guillemette Johnston DePaul University, [email protected] Allan Johnston Columbia College - Chicago, [email protected] Follow this and additional works at: https://fordham.bepress.com/phil_research Part of the Philosophy Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Journal of the Philosophy of Education Vol III (2018) This Book is brought to you for free and open access by the Hermeneutic and Phenomenological Philosophies of Science at DigitalResearch@Fordham. It has been accepted for inclusion in Research Resources by an authorized administrator of DigitalResearch@Fordham. For more information, please contact [email protected]. J P S E Journal for the Philosophical Study of Education Vol. 3 (2018) Editors: Allan Johnston, DePaul University and Columbia College Chicago Guillemette Johnston, DePaul University Outside Readers: Thomas M. Falk, University of Dayton Emery Hyslop-Margison, Florida Atlantic University (emeritus) Alexander Makedon, Arellano University David Mosley, Bellarmine University Linda O’Neill, Northern Illinois University Elias Schwieler, Stockholm University The Society for the Philosophical Study of Education Publisher: Digital Research@Fordham, Fordham University https://fordham.bepress.com/phil_research/45/ Babette Babich, Web coordinator Fordham University Email: [email protected] i Allan J Johnston, Editor Columbia College Chicago and DePaul University Phone: (773) 325-4234 Email: [email protected]; [email protected] Guillemette C Johnston, Editor DePaul University Phone: (773) 325-4234 Email: [email protected] © 2018 The Society for the Philosophical Study of Education. All rights reserved. No part of this volume may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the authors. First published 2018 Because of the dynamic nature of the Internet, any web addresses or links contained in this journal may have changed since publication, and may no longer be valid. The views expressed in this work are solely those of the authors and do not necessarily reflect the views of the publisher, and the publisher hereby disclaims any responsibility for them. ii Photo: Allan Johnston Statue: “The Way of Wisdom, St. Vincent de Paul and Students,” DePaul University, Chicago Sculptor: Sister Margaret Beaudette iii The Society for the Philosophical Study of Education Executive Board, 2018 David L. Mosley, Bellarmine University, President Thomas M. Falk, University of Dayton, Vice-President; Acting Secretary Marge Oliker, Chicago Public Library, Treasurer Alexander Makedon, Arellano University, Webmaster Board of Directors Charles Blatz, University of Toledo (emeritus) Jason Helfer, Knox College Charles Howell, Youngstown State University Allan Johnston, Columbia College and DePaul University Guillemette Johnston, DePaul University Alexander Makedon, Arellano University Richard Pipan, Oakland University Sam Rocha, University of British Columbia Phil Smith, Ohio State University Ronald Swartz, Oakland University (emeritus) iv TABLE OF CONTENTS Introduction Guillemette Johnston and Allan Johnston Spirit and Grace, Letters and Voice 1 Babette Babich Two Concepts of Educational Freedom 28 Emily Wenneborg Teaching as Entertainment: An Examination of Effects 44 Ross M. Miller and Steven J. Bourgeois Enantiodromia and Integrality: The Rhythm of the Cultural Continuum 59 Robert Mitchell Humanity in the Womb of History 76 Thomas M. Falk Elaborating Environmental Communication within “Posthuman” Theory 103 Maria Kristina Börebäck and Elias Schwieler Epistemologies and the Formation of Modern Democratic Individuality 128 Nathalie Bulle Politics, Education, and Understanding: Anglo-American Readings and 152 Misreadings of Rousseau in the 19th to 21st Centuries Guillemette Johnston Teaching Magical Thinking: Notes towards a Burroughsian Pedagogy 184 Allan Johnston v Introduction Welcome to the third volume of the Journal for the Philosophical Study of Education (JPSE), a peer-reviewed journal put out by the Society for the Philosophical Study of Education (SPSE). We would like to thank Fordham University for giving us access to its digital research platform, and Professor Babette Babich of Fordham University, editor of New Nietzsche Studies and author of several books on Nietzsche and other topics, for her generosity, support, and participation in this project. JSPE aims to publish papers that approach the field of education from a philosophical perspective, in the broadest sense of the term. Some of the papers considered for publication may be selected from works presented at the annual meeting of the Society for the Philosophical Study of Education by members of that organization, after these papers undergo blind peer review and revision if necessary. However, this journal does not limit its content to works pertaining to the annual conference; it strongly invites outside submissions from any interested party, provided that such submissions fit the guidelines of the journal. JPSE will consider papers, book reviews, interviews, and other documents with emphases in history, psychology, literature, politics, religion, pedagogy, and other areas if they portend to the general ideal of philosophical speculation on the meaning, purpose, and/or nature of education, both in the literal and in the broadest sense of the word. To encourage diffusion, we are posting abstracts of the contributions. With regard to paper selection, JPSE has established the following guidelines for paper review, consideration, and publication: each paper is blind reviewed by two outside readers as well as reviewed by the chief editors. If deemed necessary by the editors, the paper may be sent to a third reader. Reviews are “value free” insofar as JPSE is not consciously pushing an educational agenda. If the argument makes logical sense, seems valid, and does not violate facts, it is treated with a certain amount of flexibility. Our desire is to ensure that all papers go through a “screening” process of blind review, whether or not the paper has undergone previous commentary during conference presentation. Unless other arrangements are made, we claim one-time publication rights for any submission that is accepted. A paper that receives two positive reviews from outside readers and support from the journal editors will be accepted, with suggested revisions if necessary. Whenever possible, readers and/or editors will suggest appropriate revisions, stylistic or otherwise, or raise questions regarding the content, context, and argument of the essay submitted. These should help the author make revisions, if any are requested. Our goal is not to turn papers away, but rather to help authors develop their ideas. If the paper is returned and the suggested revisions have not been made to the satisfaction of the editors, the paper vi will not be accepted. The decision of the editors is final. Often in academia, peer editing is highly select, and frequently it follows strict ideological guidelines, thus discouraging innovative approaches to areas of study. Our intention is to provide a platform for scholarship and speculation that can permit the exploration of ideas that may not represent mainstream concerns of the academic community. For this reason a section of this journal may be dedicated to works in progress, including those on topics that are not currently fashionable in critical circles. The journal thus will consider finished works, reviews, and other forms of inquiry when these enrich the content of the review. Our approach aims to enable writers to receive constructive feedback, though without compromising the integrity of the writing as well as the contribution of accurate information and knowledge, which must remain the purpose of scholarship. Thus the journal will encourage original endeavors and perspectives in order to broaden fields of research and speculation, concentrating on the eclectic and Socratic purposes of pursuing inquiry and increasing thought about and reflection upon the educational landscape in the broad sense of the term. This format should allow for a safe exchange of feedback and foster the growth of scholarship, thus creating a supportive intellectual community. * * * “We don’t need no education,” Pink Floyd famously sings in the rock opera The Wall; “We don’t need no thought control.” The themes implied in these lines — issues concerning the role of the professor or teacher, the value of freedom in education, the importance of the concept of the individual, the treatment of education as a commodity — recur in the essays and articles collected in this volume. Thus we read of the representation of the authoritative voice in the fictional education of Harry Potter, the attempt to establish a language that allows inclusion of the non-human world in human communication, the evolution of the concept of the autonomous individual in representative democracies, and the search for the mythic, the magical, and the transcendent in educational systems. Discussions of the role of freedom and entertainment in education also come to the fore. Representations and misrepresentations and the political positions that underlie them are featured. These articles, then, explore a range of subjects, moving from the Age of Reason to concepts and
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