Teacher Education in the "Post-Critical" Sphere; Examining Philip Wexler's Post-Critical View as an Underlying Philosophy of Teacher Education
Subject Areas :hamdollah mohammadi 1 , Rohollah Mozaffari Pour 2
1 - Farhangian Uni
2 - Farhangian University
Keywords: Post-critical school, Critical education, Philip Wexler, teacher education,
Abstract :
Philip Wexsler's "post-critical" school of education is a trend in education that tries to criticize the structuralist and post-structuralist tendencies in critical education on the one hand, and presents a positive view on education on the other hand. Like Michael Polanyi, Wexler criticizes the de-sanctification of modern education and calls for a "revival of sanctity" in social and educational sciences. He believes that post-modern education, like modernism, has failed to realize "optimal existence". 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. According to Wexler, the way to cure alienation in today's capitalist world is to create unity in the personality of people 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 post-critical school of education and its effect on education by using the "conceptual structure analysis" method.
باقری خسرو؛ سجادیه، نرگس و توسلی، طیبه (1389) رویکردها و روش‌های پژوهش در فلسفه‌ی تعلیم‌وتربیت. تهران: پژوهشکده‌ی مطالعات فرهنگی و اجتماعی وزارت علوم تحقیقات و فناوری.
زیباکلام، فاطمه و محمدی، حمداله (1393). اندیشه¬های تربیتی هنری ژیرو: نقد و بررسی. تهران: انتشارات دانشگاه تهران
کومبز، جرالد و دنیلز، لو روی (1388). پژوهش فلسفی؛ تحلیل مفهومی (خسرو باقری، مترجم). در شورت، ادموند. سی. روش شناسی مطالعات برنامه درسی. تهران: انتشارات سمت
هاتلوب، رناته (1390). آنتونیو گرامشی: فراسوی مارکسیسم و پست¬مدرنیسم (محسن حکیمی). تهران: نشر چشمه.
نوذری، حسینعلی (1389). نظریه‌ی انتقادي مكتب فرانكفورت در علوم اجتماعي. چاپ سوم. تهران: نشر آگاه.
Apple, M. W., & Au, W. (2009). Politics, theory, and reality in critical pedagogy. In International Handbook of Comparative Education (pp. 991–1007).
Ball, S. J. (2003) the Teacher's Soul and the Terrors of Performativity, the Journal of Education Policy. 18:2, 215-228. https://doi.org/10.1007/978-1-4020-6403-6_63.
Ball, S. & Olmedo, A. (2013): Care of the self, resistance and subjectivity under neoliberal governmentalities, Critical Studies in Education, 54(1): 85-96. https://doi.org/10.1080/17508487.2013.740678
Bowles, S. & Gintis, H. (1976) Schooling in Capitalist America: Educational Reform and the Contradictions of Economic Life. New York: Basic Books.
Bowers, C. A. (1991). Some Questions about the Anachronistic Elements in the Giroux-McLaren Theory of a Critical Pedagogy [Review of Teachers as Intellectuals: Toward a Critical Pedagogy of Learning; Life in Schools: An Introduction to a Critical Pedagogy in the Foundations of Education, by H. A. Giroux & P. McLaren]. Curriculum Inquiry, 21(2), 239–252. https://doi.org/10.2307/1179946
Cotoi, C. (2011). Neoliberalism: A Foucauldian Perspective, International Review of Social Research, 1(2), 109-124. http://archive.sciendo.com/IRSR/irsr.2011.1.issue-2/irsr-2011-0014/irsr-2011-0014.pdf.
Davies, B., & Bansel, P. (2007). Neoliberalism and education. International Journal of Qualitative Studies in Education, 20(3), 247–259. https://doi.org/10.1080/09518390701281751.
Giroux, H. A. (1980). Beyond the Correspondence Theory: Notes on the Dynamics of Educational Reproduction and Transformation. Curriculum Inquiry, 10(3), 225–247. https://doi.org/10.2307/1179613.
Giroux, H. A. (1982). The Politics of Educational Theory. Social Text, 5, 87–107. https://doi.org/10.2307/466337.
Giroux, H. A. (1988). The hope of radical education: A conversation with Henry Giroux. The Journal of Education, 170(2), 91-101.
Giroux, H. (2005). Border Crossing: Cultural Workers and the Politics of Education. Second Edition. New York: Routledge.
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. https://doi.org/10.1080/03085140120042271.
Morrow, R. A. (2003). Critical theory, Gramsci and cultural studies: From structuralism to poststructuralism. In Critical theory now (pp. 37-79). Routledge.
Nasr, S. H. (1993). The Sacred Science. British Library Cataloguing in Publication Data
Pinar, W. F., & Bowers, C. A. (1992). Chapter 4: Politics of Curriculum: Origins, Controversies, and Significance of Critical Perspectives. Review of Research in Education, 18(1), 163-190. https://doi.org/10.3102/0091732X018001163
Wexler, P. (1996a). Holy Sparks: Social Theory, Education and Religion. New York: Saint Martin's Press.
Wexler, P. (1996b). Critical Social Psychology. New York: Peter Lang
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.
Wexler, P. (1981). Body and Soul: Sources of Social Change and Strategies of Education. British Journal of Sociology of Education, 2(3), 247–263. http://www.jstor.org/stable/1392622.
Zigler, R. L. (1999). From the critical postmodern to the postcritical premodern: Philip Wexler, religion, and the transformation of social-educational theory. Educational Theory, 49(3), 401.
