Advertisement
| the education of desire: The Education of Desire William Dickey, 1998 |
| the education of desire: Race and the Education of Desire Ann Laura Stoler, 1995 Michel Foucault's History of Sexuality has been one of the most influential books of the last two decades. It has had an enormous impact on cultural studies and work across many disciplines on gender, sexuality, and the body. Bringing a new set of questions to this key work, Ann Laura Stoler examines volume one of History of Sexuality in an unexplored light. She asks why there has been such a muted engagement with this work among students of colonialism for whom issues of sexuality and power are so essential. Why is the colonial context absent from Foucault's history of a European sexual discourse that for him defined the bourgeois self? In Race and the Education of Desire, Stoler challenges Foucault's tunnel vision of the West and his marginalization of empire. She also argues that this first volume of History of Sexuality contains a suggestive if not studied treatment of race. Drawing on Foucault's little-known 1976 College de France lectures, Stoler addresses his treatment of the relationship between biopower, bourgeois sexuality, and what he identified as racisms of the state. In this critical and historically grounded analysis based on cultural theory and her own extensive research in Dutch and French colonial archives, Stoler suggests how Foucault's insights have in the past constrained--and in the future may help shape--the ways we trace the genealogies of race. Race and the Education of Desire will revise current notions of the connections between European and colonial historiography and between the European bourgeois order and the colonial treatment of sexuality. Arguing that a history of European nineteenth-century sexuality must also be a history of race, it will change the way we think about Foucault. |
| the education of desire: Everyday Ethics and Social Change Anna Lisa Peterson, 2009 Americans increasingly cite moral values as a factor in how they vote, but when we define morality simply in terms of a voter's position on gay marriage and abortion, we lose sight of the ethical decisions that guide our everyday lives. In our encounters with friends, family members, nature, and nonhuman creatures, we practice a nonutilitarian morality that makes sacrifice a rational and reasonable choice. Recognizing these everyday ethics, Anna L. Peterson argues, helps us move past the seemingly irreconcilable conflicts of culture and refocus on issues that affect real social change. Peterson begins by divining a second language for personal and political values, a vocabulary derived from the loving and mutually beneficial relationships of daily life. Even if our interactions with others are fleeting and fragmentary, they provide a viable alternative to the contractual and atomistic attitudes of mainstream culture. Everyday ethics point toward a more just, humane, and sustainable society, and to acknowledge moments of grace in our daily encounters is to realize a different way of relating to people and nonhuman nature--an alternative ethic to cynicism and rank consumerism. In redefining the parameters of morality, Peterson enables us to make fundamental problems such as the distribution of wealth, the use of public land and natural resources, labor and employment policy, and the character of political institutions the preferred focus of debate and action. |
| the education of desire: The Education of Desire , 1984 |
| the education of desire: STEM of Desire William J. Letts, Steve Fifield, 2019 In STEM of Desire: Queer Theories and Science Education, provocative original manuscripts draw on queer theories to instigate and investigate entangled relations of STEM education, sex, sexuality, gender, and manifold desires to advance constructive critique, creative world-making, and (com)passionate advocacy. |
| the education of desire: Learning Desire Sharon Todd, 2013-10-31 What role can desire play in pedagogical interaction? In Learning Desire , contributors from the fields of education, cultural studies, psychoanalysis and literary theory explore the many ways desire intersects with knowledge, recognition, fantasy, and embodiment, and what this can mean for transformative pedagogical practice. While acknowledging the productive and destructive force desire can have on the learning experience, the authors offer engaging, innovative modes of thinking about teaching and thinking about desire as an education tool. This volume, rooted in theory, is one also geared towards practice; in taking a fresh look at the limits and possibilities of a transformative pedagogy, it will also give teachers and students new languages for articulating their experiences in the classroom and beyond. |
| the education of desire: The Education of Desire William Dickey, 1996 Dickey's finest, a confrontation with death. |
| the education of desire: The Psychology of Desire Wilhelm Hofmann, Loran F. Nordgren, 2015-07-30 Providing a comprehensive perspective on human desire, this volume brings together leading experts from multiple psychological subdisciplines. It addresses such key questions as how desires of different kinds emerge, how they influence judgment and decision making, and how problematic desires can be effectively controlled. Current research on underlying brain mechanisms and regulatory processes is reviewed. Cutting-edge measurement tools are described, including practical recommendations for their use. The book also examines pathological forms of desire and the complex relationship between desire and happiness. The concluding section analyzes specific applied domains--eating, sex, aggression, substance use, shopping, and social media. |
| the education of desire: Race, Gender and Educational Desire Heidi Safia Mirza, 2008-11-19 'This book is a great genealogy of black women's unrecognised contributions within both education and the wide social context. I think it constitutes an important piece of work that is totally missing from the existing literature' - Diane Reay, Professor of Education, Cambridge University Race, Gender and Educational Desire reveals the emotional and social consequences of gendered difference and racial division as experienced by black and ethnicised women teachers and students in schools and universities. It explores the intersectionality of race and gender in education, taking the topic in new, challenging directions and asking How does race and gender structure the experiences of black and ethnicised women in our places of learning and teaching? Why, in the context of endemic race and gender inequality, is there a persistent expression of educational desire among black and ethnicised women? Why is black and ethnicised female empowerment important in understanding the dynamics of wider social change? Social commentators, academics, policy makers and political activists have debated the causes of endemic gender and race inequalities in education for several decades. This important and timely book demonstrates the alternative power of a black feminist framework in illuminating the interconnections between race and gender and processes of educational inequality. Heidi Safia Mirza, a leading scholar in the field, takes us on a personal and political journey through the debates on black British feminism, genetics and the new racism, citizenship and black female cultures of resistance. Mirza addresses some of the most controversial issues that shape the black and ethnic female experience in school and higher education, such as multiculturalism, Islamophobia, diversity, race equality and equal opportunities Race, Gender and Educational Desire makes a plea for hope and optimism, arguing that black women's educational desire for themselves and their children embodies a feminised prospectus for a successful multicultural future. This book will be of particular interest to students, academics and researchers in the field of education, sociology of education, multicultural education and social policy. Heidi Safia Mirza is Professor of Equalities Studies in Education at the Institute of Education, University of London, and Director of the Centre for Rights, Equalities and Social Justice (CRESJ). She is also author of Young, Female and Black (Routledge). |
| the education of desire: Self-Taught Heather Andrea Williams, 2009-06-03 |
| the education of desire: The Logic of Desire Peter Kalkavage, 2007 The best introduction for the general reader to Georg Wilhelm Friedrich Hegel's Phenomenology of Spirit. |
| the education of desire: How We Desire Carolin Emcke, 2018-05-28 What if, instead of discovering our sexuality only once, during puberty, we discover it again later—and then again, after that? What if our sexuality reinvents itself every time our desire shifts, every time the object of our desire changes? What if the nature of our desire is constantly changing—growing deeper, lighter, wilder, more reckless, more tender, more selfish, more devoted, more radical? How We Desire is an enthralling essay about gender, sexuality and love by one of Germany’s most admired writers. It’s about growing up, and discovering the contours of desire and difference, about understanding that we sometimes ‘slip into norms the way we slip into clothes, putting them on because they’re laid out ready for us’. In telling her own story, Emcke draws back the veil on how we experience desire, no matter what our sexual orientation. And she examines how prejudice against homosexuality has survived its decriminalisation in the west. This marvellous book pays homage to the radical magic and liberating tenderness of desire itself. Carolin Emcke was born in 1967. She studied philosophy, politics and history in London, Frankfurt and at Harvard. From 1998 to 2013 she reported from war and crisis zones including Kosovo, Afghanistan, Pakistan, Iraq, Gaza and Haiti. She has written a number of books, and in 2016 she received the Peace Prize of the German Book Trade, which has also been won by Svetlana Alexievich, Orhan Pamuk and Susan Sontag. How We Desire is the first book by Carolin Emcke to be translated into English. ‘Hypnotic.’ Sydney Morning Herald ‘A beautiful acount of discovering and rediscovering one’s identity.’ Otago Daily Times ‘Delicate and vulnerable, angry, passionate, clever and thoughtful. An amazing work.’ Westdeutsche Allgemeine Zeitung 'Her words tremble with fury...A compelling conversation, urging readers to rethink the borderlands of the erotic.’ Australian ‘Huge intellect and tremendous energy.’ Radio NZ |
| the education of desire: The History of Sexuality Michel Foucault, 1990-04-14 Why we are so fascinated with sex and sexuality—from the preeminent philosopher of the 20th century. Michel Foucault offers an iconoclastic exploration of why we feel compelled to continually analyze and discuss sex, and of the social and mental mechanisms of power that cause us to direct the questions of what we are to what our sexuality is. |
| the education of desire: Dilemmas of Desire Deborah L. TOLMAN, Deborah L Tolman, 2009-06-30 Be sexy but not sexual. Don't be a prude but don't be a slut. These are the cultural messages that barrage teenage girls. In movies and magazines, in music and advice columns, girls are portrayed as the object or the victim of someone else's desire--but virtually never as someone with acceptable sexual feelings of her own. What teenage girls make of these contradictory messages, and what they make of their awakening sexuality--so distant from and yet so susceptible to cultural stereotypes--emerges for the first time in frank and complex fashion in Deborah Tolman's Dilemmas of Desire. A unique look into the world of adolescent sexuality, this book offers an intimate and often disturbing, sometimes inspiring, picture of how teenage girls experience, understand, and respond to their sexual feelings, and of how society mediates, shapes, and distorts this experience. In extensive interviews, we listen as actual adolescent girls--both urban and suburban--speak candidly of their curiosity and confusion, their pleasure and disappointment, their fears, defiance, or capitulation in the face of a seemingly imperishable double standard that smiles upon burgeoning sexuality in boys yet frowns, even panics, at its equivalent in girls. As a vivid evocation of girls negotiating some of the most vexing issues of adolescence, and as a thoughtful, richly informed examination of the dilemmas these girls face, this readable and revealing book begins the critical work of understanding the sexuality of young women in all its personal, social, and emotional significance. |
| the education of desire: Methods of Desire Aurora Donzelli, 2019-08-31 Since the Asian financial crisis of the late 1990s, Indonesia has undergone a radical program of administrative decentralization and neoliberal reforms. In Methods of Desire, author Aurora Donzelli explores these changes through an innovative perspective—one that locates the production of neoliberalism in novel patterns of language use and new styles of affect display. Building on almost two decades of fieldwork, Donzelli describes how the growing influence of transnational lending agencies is transforming the ways in which people desire and voice their expectations, intentions, and entitlements within the emergent participatory democracy and restructuring of Indonesia’s political economy. She argues that a largely overlooked aspect of the Era Reformasi concerns the transition from a moral regime centered on the expectation that desires should remain hidden to a new emphasis on the public expression of individuals’ aspirations. The book examines how the large-scale institutional transformations that followed the collapse of the Suharto regime have impacted people’s lives and imaginations in the relatively remote and primarily rural Toraja highlands of Sulawesi. A novel concept of the individual as a bundle of audible and measurable desires has emerged, one that contrasts with the deep-rooted reticence toward the expression of personal preferences. The spreading of foreign discursive genres such as customer satisfaction surveys, training sessions, electoral mission statements, and fundraising auctions, and the diffusion of new textual artifacts such as checklists, flowcharts, and workflow diagrams are producing forms of citizenship, political participation, and moral agency that contrast with the longstanding epistemologies of secrecy typical of local styles of knowledge and power. Donzelli’s long-term ethnographic study examines how these foreign protocols are being received, absorbed, and readapted in a peripheral community of the Indonesian archipelago. Combining a telescopic perspective on our contemporary moment with a microscopic analysis of conversational practices, the author argues that the managerial forms of political rationality and the entrepreneurial morality underwriting neoliberal apparatuses proliferate through the working of small cogs, that is, acts of speech. By examining these concrete communicative exchanges, she sheds light on both the coherence and inconsistency underlying the worldwide diffusion of market logic to all domains of life. |
| the education of desire: Hunger of Memory Richard Rodriguez, 2004-02-03 Hunger of Memory is the story of Mexican-American Richard Rodriguez, who begins his schooling in Sacramento, California, knowing just 50 words of English, and concludes his university studies in the stately quiet of the reading room of the British Museum. Here is the poignant journey of a “minority student” who pays the cost of his social assimilation and academic success with a painful alienation — from his past, his parents, his culture — and so describes the high price of “making it” in middle-class America. Provocative in its positions on affirmative action and bilingual education, Hunger of Memory is a powerful political statement, a profound study of the importance of language ... and the moving, intimate portrait of a boy struggling to become a man. |
| the education of desire: Fit to Teach Jackie M. Blount, 2006-07-03 Examines the construction of gender in public school employment. |
| the education of desire: The Order of Things Michel Foucault, 2005-08-18 Possibly one of the most significant, yet most overlooked, works of the twentieth century, it was The Order of Things that established Foucault's reputation as an intellectual giant. |
| the education of desire: Carnal Knowledge and Imperial Power Ann Laura Stoler, Willy Brandt Distinguished University Professor of Anthropology and Historical Studies Ann Laura Stoler, 2002-09-30 To my knowledge, there simply is no one else writing on questions of colonialism, gender, race, and intimacy who brings this depth and reach of historical and anthropological illumination to bear.—Nancy F. Cott, author of Public Vows: A History of Marriage and the Nation This new book brings our collective agenda forward with a degree of maturity and flexibility that makes narrow academic preferences both unnecessary and misleading.—Doris Sommer, author of Proceed with Caution, When Engaged by Minority Writing in the Americas |
| the education of desire: Powers of Desire Ann Snitow, 2019-02-15 This provocative anthology brings together a diverse group of well-known feminist and gay writers, historians, and activists. They are concerned not only with current sexual issues-abortion, pornography, reproductive and gay rights-but they also raise a host of new issues and questions: How, and in what ways, is sexuality political? Is the struggle for sexual freedom a complement to other struggles for liberation, or will it detract from them? Has the sexual revolution diminished or enriched the lives of women? |
| the education of desire: Homotopia? Jonathan Kemp, 2015 There is not one corner of the earth where the alleged crime of sodomy has not had shrines and votaries. (Marquis de Sade, Philosophy in the Bedroom) Maybe the target nowadays is not to discover what we are, but to refuse what we are....We have to promote new forms of subjectivity through the refusal of this kind of individuality. (Michel Foucault, 'The Subject and Power') Do opposites attract? Is desire lack? These assumptions have become so much a part of the ways in which we conceive desire that they are rarely questioned. Yet, what do they say about how homosexuality - a desire for the same - is viewed in our culture? This book takes as its starting point the absence of a suitable theory of homosexual desire, a theory not predicated on such heterological assumptions. It is an investigation into how such assumptions acquired meaning within homosexual discourse, and as such is offered as an interruption within the hegemony of desire. As such, homosexual desire constitutes the biggest challenge to Western binaric thinking in that it dissolves the sacred distinctions between Same/Other, Desire/Identification, subject/object, male/female. Homotopia? (composed in 1997 but not published until now) investigates the development of a homosexual discourse at the end of the nineteenth century and the beginning of the twentieth century, and reveals how that discourse worked within heterosexualized models of desire. Andre Gide's Corydon, Edward Carpenter's The Intermediate Sex, and John Addington Symond's A Problem in Modern Ethics are all pseudo-scientific texts written by non-medical men of letters, and were, in their time, highly influential on the emerging homosexual discourse. The fourth text, the twenty-odd pages of Marcel Proust's novel A la recherché de temps perdu usually referred to as 'La Race maudite, ' is the most problematic, in that it appeared under the guise of fiction. But Proust originally planned this 'essay-within-a-novel' to be published separately. In it, he offers a pseudo-scientific theory of male-male love. These four texts were published between the years 1891 and 1924, an historical moment when the concept of a distinct homosexual identity took shape within a medicalized discourse centered on essential identity traits and characteristics, and they all work within the rubric of science, contributing to a discourse which saw the human race divided into two distinct categories: heterosexuals and homosexuals. How did this division come about, and what were its effects? How was this discourse sustained, and how were the meanings it produced received? For men whose erotic interest was exclusively in other men, what did it mean to see oneself and one's desires as the outcome of biology rather than moral lapse? |
| the education of desire: Schooling Desire Ursula A. Kelly, 2014-04-08 Ursula A. Kelly draws on radical theories of literacy, culture, identity and pedagogy to frame the culture of pedagogy as it relates to human desire. Examples from (auto)biography, classroom practices, and popular media provide the means by which the author highlights some of the pedagogical dilemmas facing literacy practices which often work to silence the cultural politics of identity and desire. |
| the education of desire: Landscape Of Desire Greg Gordon, 2003-04 Each chapter focuses on a geological formation the group descends through, but plant and animal life, ecology, human impacts, and the students' experience and learning are all tightly woven into Gordon's reflections and storytelling, which create a powerful documentation and celebration of place and the evolutions that occur when human beings connect intimately to their surroundings.--BOOK JACKET. |
| the education of desire: Sexual Fluidity Lisa M. Diamond, 2008-02-28 Is love “blind” when it comes to gender? For women, it just might be. This unsettling and original book offers a radical new understanding of the context-dependent nature of female sexuality. Lisa M. Diamond argues that for some women, love and desire are not rigidly heterosexual or homosexual but fluid, changing as women move through the stages of life, various social groups, and, most important, different love relationships.This perspective clashes with traditional views of sexual orientation as a stable and fixed trait. But that view is based on research conducted almost entirely on men. Diamond is the first to study a large group of women over time. She has tracked one hundred women for more than ten years as they have emerged from adolescence into adulthood. She summarizes their experiences and reviews research ranging from the psychology of love to the biology of sex differences. Sexual Fluidity offers moving first-person accounts of women falling in and out of love with men or women at different times in their lives. For some, gender becomes irrelevant: “I fall in love with the person, not the gender,” say some respondents.Sexual Fluidity offers a new understanding of women’s sexuality—and of the central importance of love. |
| the education of desire: Desire/Love Lauren Gail Berlant, 2012 There is nothing more alienating than having your pleasures disputed by someone with a theory, writes Lauren Berlant. Yet the ways in which we live sexuality and intimacy have been profoundly shaped by theories - especially psychoanalytic ones, which have helped to place sexuality and desire at the center of the modern story about what a person is and how her history should be read. At the same time, other modes of explanation have been offered by popular and mass culture. In these domains, sexual desire is not deemed the core story of life; it is mixed up with romance, a particular version of the story of love. In this small theoretical novella-cum-dictionary entry, Lauren Berlant engages love and desire in separate entries. In the first entry, Desire mainly describes the feeling one person has for something else: it is organized by psychoanalytic accounts of attachment, and tells briefly the history of their importance in critical theory and practice. The second entry, on Love, begins with an excursion into fantasy, moving away from the parent-child structure so central to psychoanalysis and looking instead at the centrality of context, environment, and history. The entry on Love describes some workings of romance across personal life and commodity culture, the place where subjects start to think about fantasy on behalf of their actual lives. Whether viewed psychoanalytically, institutionally, or ideologically, love is deemed always an outcome of fantasy. Without fantasy, there would be no love. Desire/Love takes us on a tour of all of the things that sentence might mean. |
| the education of desire: Race and the Education of Desire Ann Laura Stoler, 1995 Michel Foucault's History of Sexuality has been one of the most influential books of the last two decades. It has had an enormous impact on cultural studies and work across many disciplines on gender, sexuality, and the body. Bringing a new set of questions to this key work, Ann Laura Stoler examines volume one of History of Sexuality in an unexplored light. She asks why there has been such a muted engagement with this work among students of colonialism for whom issues of sexuality and power are so essential. Why is the colonial context absent from Foucault's history of a European sexual discourse that for him defined the bourgeois self? In Race and the Education of Desire, Stoler challenges Foucault's tunnel vision of the West and his marginalization of empire. She also argues that this first volume of History of Sexuality contains a suggestive if not studied treatment of race. Drawing on Foucault's little-known 1976 College de France lectures, Stoler addresses his treatment of the relationship between biopower, bourgeois sexuality, and what he identified as racisms of the state. In this critical and historically grounded analysis based on cultural theory and her own extensive research in Dutch and French colonial archives, Stoler suggests how Foucault's insights have in the past constrained--and in the future may help shape--the ways we trace the genealogies of race. Race and the Education of Desire will revise current notions of the connections between European and colonial historiography and between the European bourgeois order and the colonial treatment of sexuality. Arguing that a history of European nineteenth-century sexuality must also be a history of race, it will change the way we think about Foucault. |
| the education of desire: Duress Ann Laura Stoler, 2016-11-04 How do colonial histories matter to the urgencies and conditions of our current world? How have those histories so often been rendered as leftovers, as legacies of a dead past rather than as active and violating forces in the world today? With precision and clarity, Ann Laura Stoler argues that recognizing colonial presence may have as much to do with how the connections between colonial histories and the present are expected to look as it does with how they are expected to be. In Duress, Stoler considers what methodological renovations might serve to write histories that yield neither to smooth continuities nor to abrupt epochal breaks. Capturing the uneven, recursive qualities of the visions and practices that imperial formations have animated, Stoler works through a set of conceptual and concrete reconsiderations that locate the political effects and practices that imperial projects produce: occluded histories, gradated sovereignties, affective security regimes, new racisms, bodily exposures, active debris, and carceral archipelagos of colony and camp that carve out the distribution of inequities and deep fault lines of duress today. |
| the education of desire: The Love of Learning and the Desire for God Jean Leclercq, 1978 |
| the education of desire: The Bonding of Will and Desire Joanne Stroud, 1994 Over many centuries, philosophers, theologians, and poets have been fascinated by the interplay of will and desire in the human psyche. Does will follow or precede desire? How can we bond them and thus unite body, soul, and spirit in harmonic concord? For fresh insights to these age-old questions, Dr. Joanne Stroud enlists the tools of modern psychology. Her eclectic probe of basic human drives moves from the awesome power of Eros, the great liberator of antiquity, through the impact of the monotheistic faiths on will and desire, and finally to the discordant views of the great philosophers and psychologists of the modern era, among them Nietzsche, Freud, Jung, and the little known but magnetic Frenchman, Gaston Bachelard. Love and will, human aspirations and desires, are caught - the author concludes - in a whirlwind of change, with impersonal scientific data supplanting the myths, the ancient lore, the stories rich in imagery, that previously contoured human behavior. As a result we live, in W.B. Yeat's famous phrase, in the age of disordered will. In the twentieth century will became recognized only in its more conscious applications, as almost synonymous with ego. With this increasing reverence for the strong ego, will was elevated (by psychologists, among many others) to new egotistical summits as a potent tool of power. The more subtle aspects of will, such as the way it delineates identity, have been neglected, the author contends, and can only be recaptured by an understanding of how will becomes bonded to desire.--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved |
| the education of desire: Pornification Kaarina Nikunen, Susanna Paasonen, Laura Saarenmaa, 2007-11-01 Pornification presents an international overview of how pornography - from softcore to hardcore, gay to straight, female to male, black to white - infiltrates and proliferates through our media.Porn is everywhere; from the suggestiveness of music videos to the explicit discussions of popular magazines; from the erotica of advertising to the refashioning of sex acts into art works; from a small garage industry to an internet empire. The media immerses us in the pornographic aesthetic. Now integral to popular culture, porn is part of our everyday lives. Sexual desire is commodified, pornified and the media leads the way. Exploring music videos, alt porn sites, Cosmogirls and Gaydar online forums, H&M's street advertising, retro pin-ups, film and educational sex videos alike, Pornification analyses the transformation of porn in today's media and its impact on our culture. |
| the education of desire: The Education of Desire Robert Sheppard, 1988 |
| the education of desire: The Education of Desire Harvey J. Kaye, 1992 Kaye addresses the much-debated question of the role of intellectuals in the making of history and social change, and insists upon the necessity of continuing to ask classical and fundamental Marxist questions about exploitation, oppression and struggle. |
| the education of desire: Desire and Human Flourishing Magdalena Bosch, 2020-07-23 This book discusses the concept of desire as a positive factor in human growth and flourishing. All human decision-making is preceded by some kind of desire, and we act upon desires by either rejecting or following them. It argues that our views on and expressions of desire in various facets of life and through time have differed according to how human beings are taught to desire. Therefore, the concept has tremendous potential to affect human beings positively and to enable personal growth. Though excellent research has been done on the concepts of flourishing, character education and positive psychology, no other work has linked the concept of desire to all of these topics. Featuring key references, explanations of central concepts, and significant practical applications of desire to various fields of human thought and action, the book will be of interest to students and researchers in the fields of positive psychology, positive education, moral philosophy, and virtue ethics. |
| the education of desire: Desire, Education and Teaching Håvard Åsvoll, 2025-06-19 Exploring the implications of a novel theory of educational desire on the prevailing modes of educational research and theory, this book contextualises the realm of education studies through the challenging philosophies and theories of Lacan, thereby providing a genuinely alternative approach to the study of education. Structured into three main parts, the book provides a discussion of Lacanian ideas within educational research by setting out a description and analysis of how a theory of desire may work in educational settings and practice. Using vignettes and examples to drive the discussion, chapters explore the pivotal aspects of desire, which could be imaginary, symbolic, or real, elucidated by a mapping of discourses and exploring the reluctance of educational studies to engage with themes related to desire and psychoanalysis. Ultimately, the book argues for the need to disrupt the theoretical and practical logics and models that limit teacher practice, such as accountability, visible learning, competencies, pedagogical knowledge, and professional development, and how these can be better understood from a Lacanian perspective. This book will be of use to scholars, researchers, and academics in the fields of the philosophy of education, the theory of education, and teachers and teacher education more broadly. Those specifically interested in Lacanian psychoanalysis and a Lacanian view on how the concept of desire may influence educational research and practice will also find the book of use. |
| the education of desire: Education and the Good Life Bertrand Russell, 1926 |
| the education of desire: The Education of Eros Dennis L. Carlson, 2012-05-22 The Education of Eros is the first and only comprehensive history of sexuality education and the “problem” of adolescent sexuality from the mid-20th century to the beginning of the 21st. It explores how professional health educators, policy makers, and social and religious conservatives differed in their approaches, and battled over what gets taught about sexuality in schools, but all shared a common understanding of the adolescent body and adolescent desire as a problem that required a regulatory and disciplinary education. It also looks the rise of new social movements in civil society and the academy in the last half of the 20th century that began to re-frame the “problem” of adolescent sexuality in a language of rights, equity, and social justice. Situated within critical social theories of sexuality, this book offers a tool for re-framing the conversation about adolescent sexuality and reconstructing the meaning of sexuality education in a democratic society. |
| the education of desire: Religious Education , 1923 Available on microfilm from University Microfilms. |
| the education of desire: Democracy, Lifelong Learning and the Learning Society Peter Jarvis, 2008-06-10 This is a book with a difference: it produces a completely new perspective on lifelong learning and the learning society and locates them within humanity itself. Five themes run through this book: Humankind has always been aware of the imperfections of human society: as a consequence, it has looked back to a mythological past and forward to a utopian future that might be religious, political, economic or even educational to find something better. Lifelong learning as we currently see it is like two sides of the same coin: we learn in order to be workers who produce, and learn we have a need to consume. We then devour the commodities we have produced, whilst others take the profits! One of the greatest paradoxes of the human condition has been the place of the individual in the group/community, or conversely how the groups allow the individual to exist rather than stifle individuality Modernity is flawed and the type of society that we currently have, which we in the West call a learning society, is in need of an ethical overhaul in this late modern age. There is a need to bring a different perspective – both political and ethical – on lifelong learning and the learning society in order to try to understand what the good society and the good life might become. In Democracy, Lifelong Learning and the Learning Society, the third volume of his trilogy on lifelong learning, Professor Jarvis expertly addresses the issues that arise from the vision of the learning society. The book concludes that since human beings continue to learn, so the learning society must be a process within the incomplete project of humanity. All three books in the trilogy will be essential reading for students in education, HRD and teaching and learning generally, in addition to academics and informed practitioners. The Lifelong Learning and the Learning Society Trilogy Volume 1: Towards a Comprehensive Theory of Human Learning Volume 2: Globalisation, Lifelong Learning and the Learning Society Volume 3: Democracy, Lifelong Learning and the Learning Society Peter Jarvis is an internationally renowned expert in the field of adult learning and continuing education. He is Professor of Continuing Education at the University of Surrey, UK, and honorary Adjunct Professor in Adult Education at the University of Georgia, USA. |
| the education of desire: The HTML of Cruciform Love John Frederick, Eric Lewellen, 2020-01-01 Despite an increasing portion of our lives being conducted online, the topic of the internet is vastly underrepresented in the current literature on technology and theology. The HTML of Cruciform Love challenges outdated misconceptions about internet theology and asserts that there is no topic more pertinent to our daily walk as contemporary followers of Jesus Christ than the theological implications of the internet age. These twelve essays investigate the themes of community and character formation in the digital realm. A host of interrelated sub-themes are represented, including the application of patristic theology to contemporary internet praxis, a demonology of the internet, and virtue ethics in cyberspace, while other studies consider the influence of internet technology on aesthetics, personhood, and the self. Together, the essays work towards a collaborative, constructive, cruciform theology of the internet as something more than a supplementary component to our personal lives; rather, it is a vital medium for the digital communion of the saints through the HTML of cruciform love. |
| the education of desire: Xenophon's Socratic Education Dustin Sebell, 2021-03-19 A careful reading of Book IV of Xenophon's Memorabilia and a demonstration of a Socratic education It is well known that Socrates was executed by the city of Athens for not believing in the gods and for corrupting the youth. Despite this, it is not widely known what he really thought, or taught the youth to think, about philosophy, the gods, and political affairs. Of the few authors we rely on for firsthand knowledge of Socrates—Aristophanes, Xenophon, Plato, and Aristotle—only Xenophon, the least read of the four, lays out the whole Socratic education in systematic order. In Xenophon's Socratic Education, through a careful reading of Book IV of Xenophon's Memorabilia, Dustin Sebell shows how Socrates ascended, with his students in tow, from opinions about morality or politics and religion to knowledge of such things. Besides revealing what it was that Socrates really thought—about everything from self-knowledge to happiness, natural theology to natural law, and rhetoric to dialectic—Sebell demonstrates how Socrates taught promising youths, like Xenophon or Plato, only indirectly: by jokingly teaching unpromising youths in their presence. Sebell ultimately shows how Socrates, the founder of moral and political philosophy, sought and found an answer to the all-important question: should we take our bearings in life from human reason, or revealed religion? |
Education: Development news, research, data | World Bank
Education is a human right, a powerful driver of development, and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. It …
Education Overview: Development news, research, data | World Bank
Apr 22, 2025 · Education. The World Bank Group is the largest financier of education in the developing world, working in 85 countries and committed to helping them reach SDG4: access …
Unpacking the U.S. Department of Education: What Does It …
Feb 6, 2025 · The Elementary and Secondary Education Act first passed in 1965. That was the first significant federal funding for K 12 education, the first real source of significant federal …
What the Future of Education Looks Like from Here
Dec 11, 2020 · To mark the end of its centennial year, HGSE convened a faculty-led discussion to explore those questions. The Future of Education panel, moderated by Dean Bridget Long and …
Executive Certificate in Higher Education Leadership (ECHE)
Jun 6, 2025 · In higher education institutions around the world, academic and administrative leaders are facing a faster pace of change than ever before. Thriving as a higher education …
AI Can Add, Not Just Subtract, From Learning
Apr 8, 2025 · The role of artificial intelligence (AI) in education continues to change as teachers and parents learn how it can be used in classrooms and other learning environments. For …
Empathy, Dignity, and Courageous Action in Schools
Mar 19, 2025 · JILL ANDERSON: Stephanie Jones is a professor at the Harvard Graduate School of Education. Tim Shriver is the chair of Special Olympics International. I'm Jill Anderson. This …
Doctor of Philosophy in Education - Harvard Graduate School of …
Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to …
Higher Education | Harvard Graduate School of Education
With world-renowned faculty members involved in the field’s most critical research, our Higher Education (HE) Concentration is uniquely positioned to prepare you for a career in …
Homepage | Harvard Graduate School of Education
The mission of the Harvard Graduate School of Education is to prepare education leaders and innovators who will change the world by expanding opportunities and outcomes for learners …
Education: Development news, research, data | World Bank
Education is a human right, a powerful driver of development, and one of the strongest instruments for reducing poverty and improving health, gender equality, peace, and stability. It …
Education Overview: Development news, research, data | World …
Apr 22, 2025 · Education. The World Bank Group is the largest financier of education in the developing world, working in 85 countries and committed to helping them reach SDG4: access …
Unpacking the U.S. Department of Education: What Does It …
Feb 6, 2025 · The Elementary and Secondary Education Act first passed in 1965. That was the first significant federal funding for K 12 education, the first real source of significant federal …
What the Future of Education Looks Like from Here
Dec 11, 2020 · To mark the end of its centennial year, HGSE convened a faculty-led discussion to explore those questions. The Future of Education panel, moderated by Dean Bridget Long and …
Executive Certificate in Higher Education Leadership (ECHE)
Jun 6, 2025 · In higher education institutions around the world, academic and administrative leaders are facing a faster pace of change than ever before. Thriving as a higher education …
AI Can Add, Not Just Subtract, From Learning
Apr 8, 2025 · The role of artificial intelligence (AI) in education continues to change as teachers and parents learn how it can be used in classrooms and other learning environments. For …
Empathy, Dignity, and Courageous Action in Schools
Mar 19, 2025 · JILL ANDERSON: Stephanie Jones is a professor at the Harvard Graduate School of Education. Tim Shriver is the chair of Special Olympics International. I'm Jill Anderson. This …
Doctor of Philosophy in Education - Harvard Graduate School of …
Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to …
Higher Education | Harvard Graduate School of Education
With world-renowned faculty members involved in the field’s most critical research, our Higher Education (HE) Concentration is uniquely positioned to prepare you for a career in …
Homepage | Harvard Graduate School of Education
The mission of the Harvard Graduate School of Education is to prepare education leaders and innovators who will change the world by expanding opportunities and outcomes for learners …
