November 28, 2017

Department of Educational Studies
Critical Dialogues Seminar Series

On how Educational Philosophy is Educational

Seminar with Hanno Su, University of Münster, Germany
Tuesday, November 28, 2017, 2:00 – 3:30 pm
Ponderosa Commons Oak House (PCOH) Room 2012

This seminar sets out to shift the generic understanding of philosophy of education as philosophical sub-discipline having the object ‘education’ to an explicitly educational philosophizing as a particular mode of philosophizing. This picks up a certain puzzlement about how our academic endeavors in the field of education are conceived. If philosophy of education examines the philosophical aspects of education, like sociology of education does with the sociological aspects or history of education with the historical aspects and so on, then how to examine the pedagogical aspects of education?

Such a pedagogical approach to education opens a twofold conversation yet to systematically engage in: How is doing educational philosophy itself educational? And how is philosophizing in general educational? To exemplify and illustrate how this might look like, we will discuss the intersection of the concept of education and the method of theorizing in the work of German pedagogical theorist Klaus Mollenhauer (1928-1998). In particular, this discussion will connect his understanding of education as both the presentation and re-presentation of culture with his pedagogical redescription of Wittgenstein’s linguistic redescription of Augustine’s autobiographical take on language acquisition.

 

Hanno Su is doing educational philosophy at the University of Münster (Germany). His book Auf der Seite der Erziehung (2017, engl.: Siding with Education) connects his engagement in social philosophy, systems theory and epistemology with questions of a social theory of education, of pedagogy as academic discipline, and of theories of Bildung and Erziehung. His current work in progress further includes redescribing sustainability, ecology, and environmentalism from the angle of educational epistemology.