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The Philosophy of Dissonant Children: Stanley Cavell's Wittgensteinian Philosophical Therapies as an Educational Conversation
Department of Education, Stockholms universitet, Stockholm, sweden.ORCID iD: 0000-0003-0298-3832
2010 (English)In: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 60, no 4, 469-486 p.Article in journal (Refereed) Published
Abstract [en]

Education is often understood as a process whereby children come to conform to the norms teachers believe should govern our practices. This picture problematically presumes that educators know in advance what it means for children to go on the way that is expected of them. In this essay Viktor Johansson suggests a revision of education, through the philosophy of Stanley Cavell, that can account for both the attunement in our practices and the possible dissonance that follows when the teacher and child do not go on together. There is an anxiety generated by the threat of disharmony in our educational undertakings that may drive teachers toward philosophy in educational contexts. Here Johansson offers a philosophical treatment of this intellectual anxiety that teachers may experience when they, upon meeting dissonant children, search for epistemic justifications of their practices—a treatment whereby dissonant children can support teachers in dissolving their intellectual frustrations.

Place, publisher, year, edition, pages
Hoboken, USA: Wiley-Blackwell Publishing Inc., 2010. Vol. 60, no 4, 469-486 p.
Keyword [en]
Wittgenstein, Cavell, difference, Dissonance, education, teacher education, child
National Category
Pedagogy Philosophy
Identifiers
URN: urn:nbn:se:oru:diva-56214DOI: 10.1111/j.1741-5446.2010.00371.xScopus ID: 2-s2.0-78149325303OAI: oai:DiVA.org:oru-56214DiVA: diva2:1079679
Available from: 2017-03-09 Created: 2017-03-09 Last updated: 2017-03-09Bibliographically approved

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CiteExportLink to record
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Citation style
  • apa
  • ieee
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