Teacher education in the "post-critical" environment; Examining Philip Wechsler's post-critical theories as the underlying philosophy of teacher education
Subject Areas :Hamdollah Mohammadi 1 , Rohollah Mozaffari Pour 2
1 - Farhangian University
2 - Farhangian University
Keywords: Post-critical school, critical education, Philip Wexler, Teacher Education,
Abstract :
Philip Wexler's "post-critical" school of education is a tendency in education that tries to criticize the structuralism and post-structuralism in critical pedagogy on the one hand, and presents a positive view of education on the other hand. While preserving the heritage of critical pedagogy, the post-critical school tries to reconstruct it based on the concept of spirituality in order to make it effective for the new needs of the post-modern society. Like Michael Polanyi, Wexler criticizes the de-sacralization in modern education and calls for a "re-sacralization" in social and educational sciences. He believes that post-modern education, like modernism, has failed to realize "optimal being". According to Wexler, the way to cure alienation in today's capitalist world is to create integrity in people's personality through the revival of spirituality resulting from religious and spiritual traditions. In the perspective of Wexler's post-critical philosophy, the teacher must have a creative spirit and an integrated personality, and this should be given serious attention in teacher training. Although this educational trend has been proposed since the 1990s, it has received less attention than other educational trends. Therefore, the present research aims to analyze the different aspects of education in the post-critical educational school by using the "concept structure analysis" method and analyze and criticize its results in teacher training.
1. باقری خسرو؛ سجادیه، نرگس؛ توسلی، طیبه (1389) رویکردها و روشهای پژوهش در فلسفهی تعلیم و تربیت. تهران: پژوهشکدهی مطالعات فرهنگی و اجتماعی وزارت علوم تحقیقات و فناوری
2. زیباکلام، فاطمه و محمدی، حمداله(1393) اندیشه¬های تربیتی هنری ژیرو: نقد و بررسی. انتشارات دانشگاه تهران
3. کومبز، جرالد و دنیلز، لو روی(1388) پژوهش فلسفی؛ تحلیل مفهومی. ترجمة خسرو باقری. چاپ شده در: شورت، ادموند. سی(1388) روش شناسی مطالعات برنامة درسی. ترجمة دکتر محمود مهر محمدی و دیگران. چاپ دوم. تهران: انتشارات سمت
4. هاتلوب، رناته(1390) آنتونیو گرامشی: فراسوی مارکسیسم و پست¬مدرنیسم. ترجمة محسن حکیمی. تهران: نشر چشمه
5. نوذري، حسینعلی (1389) نظریهی انتقادي مكتب فرانكفورت در علوم اجتماعي. چاپ سوم. تهران: نشر آگاه.
6. Apple, M. & Au, W. (2009) Politics Theory and Reality in Critical Education. In: Cowen and A. M. Kazamias (eds.), International Handbook of Comparative Education, pp. 991–1007
7.
Ball, S. J. (2003) the Teacher's Soul and the Terrors of Performativity, the Journal of Education Policy. 18:2, 215-228 8. Ball, S. & Olmedo, A. (2013): Care of the self, resistance and subjectivity under neoliberal governmentalities, Critical Studies in Education, 54(1): 85-96
9. #Bowles, S. & Gintis, H. (1976) Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life. New York: Basic Books# 10. Bowers, A.C (1991) Some Questions about the Anachronistic Elements in the Giroux-McLaren Theory of a Critical Pedagogy. Curriculum Inquiry, Vol. 21, No. 2, pp. 239-252
. 11.
Cotoi, C. (2011) Neoliberalism: A Foucauldian Perspective, International Review of Social Research, 1(2), 109-124 12. #Davies, B. & Bansel, P. (2007) Neoliberalism and education, International Journal of Qualitative Studies in Education, 20:3, 247-259 13. Giroux, H. (1980) Beyond the Correspondence Theory: Notes on the Dynamics of Educational Reproduction and Transformation, Curriculum Inquiry, Vol. 10, No. 3, pp. 225-247
14.
Giroux, H. (1982) the Politics of Educational Theory. Social Text, No. 5, pp. 87-107. 15.
Giroux, H. (1988) Radical Education; An Interview, The Civic Review, vol.1, No.1, pp.1-10. 16. Giroux, H. (2005) Border Crossing: Cultural Workers and the Politics of Education. Second Edition. New York: Routledge
. 17. Lemke, T. (2001) the birth of bio-politics’: Michel Foucault’s lecture at the Collège de France on neo-liberal governmentality. Economy and Society. 30(2). 190-207
18. Morrow, R. (1991) Critical Theory, Gramsci and Cultural Studies: From Structuralism to Poststruturalism. In: Wexler, P. (Ed) Critical Theory Now. Falmer Press
. 19.
Nasr, S. H. (1993) the Sacred Science. British Library Cataloguing in Publication Data 20. Pinar, W. & Bowers. C.A. (1992) Politics of Curriculum: Origins, Controversies and Significance of Critical Perspective. Review of Research in Education.Vol.18, Pp.163-190
. 21.
Wexler, P. (1996) Holy Sparks: Social Theory, Education and Religion. New York: Saint Martin's Press. 22.
Wexler, P. (1996a) Critical Social Psychology. New York: Peter Lang 23. Wexler, P. (1995) After Postmodernism: a New Age Social Theory in Education. In: Smith, R & Wexler, P. (Eds) After Postmodernism: Education, Politics and Identity, Washington: the Falmer Press
. 24.
Wexler, P. (1981) Body and Soul: Sources of Social Change and Strategies of Education. Ritish Journal on Sociology of Education. 2(3): 247-263 25. Zeigler, R. (1999) from Critical Postmodern to Post Critical Premodern: Philip Wexler, Religion, and Transformation of Social- Educational Theory. Educational Theory. Vol 49. No.3, pp. 501-415