When: Tuesday, October 18, 2016 | 12:00 p.m. – 1:30 p.m.
Where: Ponderosa Commons Oak House, Multipurpose Room 2012, 6445 University Boulevard
Department of Educational Studies Critical Dialogues Seminar Series
Seminar by Dr. Sam Rocha and Taha Vobisto.
On post humanism: the conflict between tradition and progress, between past and the future, is well known to philosophers of education. However, in many respects, this is amplified by the more recent version of this conflict proposed by posthumanist theories of education. On this posthumanist view, both tradition and progress, past and future, restorationist and revolutionary, approaches to education are flawed or simply outdated by a posthuman future that extends beyond the imaginary of a human future. In this essay we ask the following question: What is education’s future in light of the challenge posed by post humanism? We offer a partial reply by proposing the notion of “Cultural thickness” as a way to understand education and its relation to posthumanism and most of all as a way to propose a speculative alternative to the classic conflict of tradition and progress in education, irreducible to posthumanist futurism. To be clear: It is our view that, while posthumanism provides an interesting and relevant way to study education, we should not allow the cultural aspects of education to be so readily consigned to a posthuman future.
On culture: The fundamental, albeit difficult and complex, relationship between education and culture, and the antecedent relation between education and experience, is also well known to philosophy of education. It is hopefully not controversial to asset that without culture there is no education. However, the exact conditions for the possibility of culture are often taken for granted in assertions like these. For this reason we will argue that a consideration of “thickness” in culture is a necessary (but not sufficient) condition of culture and, by extension, education. This changes the assertion by asking how much culture is needed for there to be education? Culture, then, is not a monolithic entity derived from anthropology or experience, culture, in these terms, becomes a matter of degree, duration, kind, quality, and quantity. In other words, culture becomes, on our account, cultural.
Light lunch will be served.