MODULE OUTLINE

Modern Liberal ArtsUniversity of WinchesterSemester 2 2015-16

LA 3012 Philosophy of the Teacher

Friday 12:30-2:30 MC107Rebekah Howes

Module Learning Outcomes

Show an ability to employ theorists critically in relation to issuesShow an ability to use concepts as critical tools in discussing issues and questions as appropriateShow an ability to employ theoretical perspectives as critical toolsTherein, to develop a critical voice informed and deepened by appropriate use of theory as critique. Sustain a critical relationship to ideas related to a philosophy of education and teaching

Difficulties are what show men’s character (Epictetus, 2004, p. 46).

Let us be prepared for some kind of dilemma (St. Augustine, 1957, Book 3, 31, p. 73).

The dignity of the commandment is according to the dignity of the commanded (Bacon, 1950, p. 56).

Doctrine should be such as should make men in love with the lesson, and not with the teacher (Bacon, 1950, p. 154).

Learning brings pain (Aristotle, 1981, p. 462).

Introduction

In Power of the Teacher, we were faced with some intractable problems concerning the theory and practice of the teacher and its wider implications for education. At times we were left little hope that education and the power and authority of the teacher could be anything other than an ideological bourgeois practice. But we also saw how some have sought pedagogical theories and practices that would liberate or emancipate students (and teachers) from their determination within ideological and oppressive relations of power. The dilemma we continued to come up against was this. Teachers who want to change society for the better inevitably seem to have to impose their vision of what is best onto students. Teaching for freedom seems to contradict and oppose that freedom. And so we find ourselves back in the problem of authority. What is the teacher to do?

The problem is deepened further if the very notion of dialectical experience is a contested one. What if, ultimately, dialectical education is nihilistic? What does it mean to say that the teacher has only nihilism or dogma to offer? Is the teacher justified in making students question everything, a negative form of teaching which gives students little or nothing that is positive. How can one live one’s life if one doubts everything?

This module explores what we and the teacher can make of the dilemmas we face e.g that education is counter-productive, or opposes itself; that the teacher might close down education rather than open it up. We have to see if anything else can be learned from these doubts about teaching and about education. Is there a place that education can speak contra nihilism? At stake here, amidst all the paradoxes, will be the much neglected idea of the teacher as practising a vocation.

Weekly sessions/Readings/Wider reading

Week 1

ReadingDostoevsky, F. (1992) Notes from the Underground, New York: Dover Publications, Inc.

Roberts, P. (2013) Happiness, Despair and Education, Studies in Philosophy and Education, vol. 32

Wider readingBarratt, W. (1958) Irrational Man, Connecticut: Greenwood Press, IncCaygill, H. (1998) The Colour of Experience, London: Routledge, chapter 1Kaufmann, W. (1975) Existentialism, From Dostoevsky to Sartre, London: PlumeKierkegaard, S. (1965) The Last Years, Journals 1853-55 by Soren Kierkegaard, CollinsHegel, G.W.F. (1977) Phenomenology of Spirit, Cambridge: Cambridge University PressMarx, K. ‘Theses on Feuerbach’ no. 11, in Marx, K. (1974) Early Writings, Harmondsworth, Penguin, p 423.Sartre, J.P. (2007) Existentialism and Humanism, London: MethuenSteiner, G. ((2003) Lessons of the Masters, London: Harvard University PressTubbs, N. (1997) Contradiction of Enlightenment, Aldershot: Ashgate, pp. 101-106.Tubbs, N. (2005) Philosophy of the Teacher, Oxford: Blackwell, Gadamer, H.G. (1979) Truth and Method, London, Sheed and Ward, pp. 317-18. Solomon, R.C. and Sherman, D. (eds.) (2003) The Blackwell Guide to Continental Philosophy, Oxford, Blackwell, chapter 1.

Week 2 Negative education – Socrates and Kierkegaard

ReadingKierkegaard, S. (1989) The Concept of Irony, Princeton, Princeton University Press, pp. 34-6, 175-8.Kierkegaard, S. (1985) Philosophical Fragments; Johannes Climacus, Princeton, Princeton University Press

Wider readingAbbs, P. (1993) Socratic Education, University of Hull.Abbs, P. (2003) Against the Flow, London: RoutledgeFalmer, pp. 72-9.Blake, N. et al, (2000) Education in an Age of Nihilism, London: RoutledgeFalmer, chapter 12.Fine, G. (1999) Plato 1: metaphysics and epistemology, Oxford University Press, chapters 1 and 2.Hogan, P. (2003) ‘Teaching and Learning as a Way of Life,’ in Journal of Philosophy of Education, Vol. 37, No. 2, pp 207-223 (in library).Kraut, R. (1984) Socrates and the State, Princeton University Press.Jaeger, W. (1986) Paideia Volume II, Oxford University Press, chapter 2.Nietzsche, F. (1968) The Birth of Tragedy (Kaufmann translation in Basic Writings of Nietzsche) New York: The Modern Library, sections 12-16.Nietzsche, F. (1982) ‘Twilight of the Idols’ (Kaufmann translation in The Portable Nietzsche) New York: The Viking Press, pp 473-9.Nussbaum, M. (1997) Cultivating Humanity, Massachusetts: Harvard University Press, pp. 15-28.Plato, (1987) The Trial and Death of Socrates, Indianapolis: Hackett Publishing Company, trans. The Apology can be read on line by following Plato athttp://classics.mit.edu/Browse/index.htmlRorty, E.O. (1998) Philosophers on Education, London, Routledge, chapter 2.Scott, G.A. (ed.) (2002) Does Socrates Have a Method? Pennsylvania, The Pennsylvania State University Press.Stone, I.F. (1988) The Trial of Socrates, London, Picador.Taylor, C.C.W. (1998) Socrates, Oxford University Press.Vlastos, G. (1991) Socrates; ironist and moral philosopher, Cambridge: Cambridge Uni Press

Week 3 Nothing happens: from speculative to dialectical thinking

ReadingHabermas, J. (1982) The Entwinement of Myth and Enlightenment: Re-Reading Dialectic of Enlightenment’ in New German Critique, No. 26, pp13-30Rose, G. (1993) Judaism and Modernity, Philosophical Essays, Oxford: Blackwell Publishers 53-64

Wider readingArato A and Gebhardt E (1978) The Essential Frankfurt School Reader, Oxford, Blackwell.Bottomore T (1984) The Frankfurt School, London, Tavistock.Braaten, J. (1991) Habermas's Critical Theory of Society, New York, SUNYBronner S E and Kellner D M (1989) Critical Theory and Society, London, Routledge.Brunkhorst, H. (1999) Adorno and Critical Theory, Cardiff, University of Wales, try chapter 2.Dews, P. (ed.) (1999) Habermas: A Critical Reader, Oxford, Blackwell.Habermas (1985) The Philosophical Discourse of Modernity, Cambridge, Polity Press, chapter XIHeld D (1980) Introduction to Critical Theory, California, University of California Press.Horkheimer (1947) Eclipse of Reason, New York, Continuum.Horkheimer (1992) Critical Theory Selected Essays, , New York. Continuum.Jarvis, S. (2002) Adorno, A Critical Introduction, Cambridge, Polity Press, pp. 52-71.Outhwaite, W. (1994) Habermas: A Critical Introduction, Cambridge, Polity, pp. 26-31.Peukertruth, H. (1993) ‘Basic Problems of a Critical Theory of Education’, in Journal of Philosophy of Education, vol. 27, no. 2.Roderick, R. (1986) Habermas and the Foundation of Critical Theory, Basingstoke, Macmillan, pp. 82-87. Tubbs, N. (1997) Contradiction of Enlightenment; Hegel and the Broken Middle, Aldershot: Ashgate

Week 4 ‘despairing rationalism without reason’?

Reading Ellsworth, E. (1997) Teaching Positions; difference, pedagogy and the power of address, New York: Teachers College Press, pp. 50-53 and 136-8, 140-2. Mcarty, L.P. (1997) ‘Experience and the post-modern Spirit’ in Educational Theory, Vol 47 No. 3 pp 377-394Parker, S. (1997) Reflective Teaching in the Postmodern World, Buckingham: Open University Press, chapter 9.Spanos, W. (1993) The End of Education, Minneapolis: University of Minnesota Press pp 10-122, 187-221Hegel, G.W.F. (1975) Hegel’s Aesthetics, Volume II, Oxford: Clarendon Press pp 616-617Rose, G. (1996) Mourning Becomes the Law, Cambridge University Press pp 11-13Rose, G. (1993) Judaism and Modernity, Philosophical Essays, Oxford: Blackwell Publishers pp2-5, Tubbs, N. (2015) Philosophy and Modern Liberal Arts Education, Basingstoke: Palgrave Macmillan pp152-156

Week 5 Hegel as educator

Reading Butler, C. and Seiler, C. (1984) Hegel: The Letters, Bloomington: Indiana University Press, pp. 275-282Tubbs, N. (2008) Education in Hegel, London: Continuum pp 48-50

Wider reading

Browning, G. (ed.) (1997) Hegel's Phenomenology of Spirit: A Reappraisal, Dordrecht: Kluwer Academic Publishers, all of it, but chapter 12 if pushed for time!.George, M. and Vincent, A. (1986) The Philosophical Propaedeutic, Oxford: Blackwell, xiii-xxi.Harris, H.S. (1995) Hegel: Phenomenology and System, Indianapolis: Hackett Publishing Co.Hegel, G.W.F. (1975) Shorter Logic, Oxford University Press, pp. 113-121.Hyppolite, J. (1974) Genesis and Structure of Hegel’s Phenomenology of Spirit, Evanston: Northwestern University Press, pp. 172-177.Trifonas, P. (2000) ‘Jacques Derrida as a Philosopher of Education’, Educational Philosophy and Theory, vol. 32, no. 3, especially pp. 276-281.Kojeve, A. (1969) Introduction to the Reading of Hegel, Ithaca: Cornell University Press, pp. 45-53.Luqueer, F.L. (1967) Hegel as Educator, New York: AMS Press.Mackenzie, M. (1909) Hegel’s Educational Theory and Practice, London: Swan SonnenscheinMarx, W. (1988) Hegel's Phenomenology of Spirit, University of Chicago Press.Norman, R. (1976) Hegel's Phenomenology, Sussex University Press.Rose, G. (1996) Mourning Becomes the Law, Cambridge University Press, chapter 3.Tubbs, N. (1997) Contradiction of Enlightenment; Hegel and the Broken Middle, Aldershot: Ashgate, pp. 218-228.Tubbs, N. (1996) ‘Hegel’s Educational Theory and Practice’, British Journal of Educational Studies, vol. 44, no. 2, pp 181-199.Rockmore, T. (1992) Before and After Hegel, University of California Press, pp. 103-107.Williams, R. (2007) ‘Between Politics and Metaphysics: Reflections in the Wake of Gillian Rose’ in Wrestling with Angels, London: SCM Press

Week 6 Heidegger’s spiritual teacher

ReadingHeidegger, M. ‘The Self-Assertion of the German University’, in Wolin, (1993), The Heidegger Controversy, MIT Press. Heidegger, M (1993) ‘What Calls for Thinking,’ in Krell, D.F. Basic Writings, London: Routledge, pp. 378-381.Farias, V. (1989) Heidegger and Nazism, Philadelphia: Temple University Press, pp. 138-9, 144-7.Wolin, R. (1993) The Heidegger Controversy, Massachusetts: The MIT Press, pp. 44-7.

Wider readingArendt, H. (1996) Love and St Augustine, Chicago; University of Chicago Press; see the essay at the end of the book written by the editors, pp. 178-184. Bauman, Z. (1989) Modernity and the Holocaust, Cambridge; Polity PressDerrida, J. (1989) Of Spirit, Chicago, Chicago University Press; this is Derrida’s interpretation of spirit in Heidegger.Farias, V. (1989) Heidegger and Nazism, Philadelphia: Temple University PressHeidegger, M. (1969) Identity and Difference, New York: Harper TorchbooksHeidegger, M. (1992) Being and Time, Oxford: BlackwellHeidegger, M. (1996) Basic Writings, London: RoutledgeHodge, J. (1995) Heidegger and Ethics, London: Routledge, try pages 192-3.Marx, W. (1971) Heidegger and the Tradition, Evanston: Northwestern University PressNash, A. S. (1944) The University and the Modern World, New York: Macmillan, Chapter IV.Ott, H. (1994) Martin Heidegger: A Political Life, London: FontanaPeters, M, (ed.) (2002) Heidegger, Education and Modernity, Lanham, Rowman and Littlefield.Rose, G. (1984) Dialectic of Nihilism, Oxford: Blackwell.

Week 7 Johannes Climacus

ReadingKierkegaard, S. (1985) Philosophical Fragments; Johannes Climacus, Princeton, Princeton University Press

Wider readingSee week 2

Week 8 Buber’s inclusive teacher

ReadingBuber, M. ‘Dialogue’, pp. 17-47, but more importantly, pp. 109-131, both in Buber, M. (1979) Between Man and Man, London: Fount.Buber, M. (1997) Israel and the World, New York: Syracuse University Press, pp. 149-50.Buber, M. (1987) I and Thou, New York: Collier Books, pp. 3-17.Hegel, G.W.F. (1977) Phenomenology of Spirit, Cambridge: Cambridge University Press – on mutual recognition

Wider readingBuber, M. (1947) Between Man and Man, London: Fount.Buber, M. (1963) Israel and the World, New York: Schocken Books.Buber, M. (1987) I and Thou, New York: Macmillan Books.Buber, M. (1998) The Knowledge of Man: selected essays, New York, Humanity Books, particularly the conversation between Buber and Carl Rogers, pp. 156-174.Hodes, A. (1972) Encounter with Martin Buber,Harmondsworth: Penguin, chapter on ‘The Teacher’McHenry, H.D. ‘Education as Encounter: Buber’s Pragmatic Ontology,’ Educational Studies, vol. 47, no. 3, Summer 1997, pp. 341-357.Murphy, D. (1988) Martin Buber’s Philosophy of Education, Blackrock: Irish Academic Press.Tubbs, N. (2005) Philosophy of the Teacher, Oxford: Blackwell, pp. 111-120.

Week 9 With what must the science end? (1)

ReadingRose, G. (2009) Hegel Contra Sociology, London: The Athlone Press

Wider readingAnn, P. (2000) “’…To give…death a place’: Rejecting the ‘ineffability’ of the Holocaust: the Work of Gillian Rose and Anne Michaels,” Journal of European Studies 30.4, pp. 353-68.Arnold, Jacob Wolf. (1997) “The Tragedy of Gillian Rose,” Judaism 46.4, p. 481-.Avrahami, E. (2001)“’Keep Your Mind in Hell and Despair Not’: Illness as Life Affair in Gillian Rose’s Love’s Work,” Narrative 9.3, pp. 305-321.Caygill, H. (1996) ‘Gillian Rose Obituary’ Radical Philosophy, Vol. 77Caygill, H. (1996) “The Broken Hegel: Gillian Rose’s Retrieval of Speculative Philosophy,” pp. 19-27.Cohen, J. “Phenomenologies of Mourning: Gillian Rose and Walter Benjamin,” pp. 47-61.Evans, M. “De-Constructing Death: In Memory of Gillian Rose,” pp. 28-33.Gorman, T. (2001) “Gillian Rose and the Project of a Critical Marxism,” Radical Philosophy 105, pp. 25-36.Gorman, T. “Nihilism and Faith: Rose, Bernstein, and the Future of Critical Theory,” Radical Philosophy, 134.J. M. Bernstein, The Guardian, December 11, 1995.

Kolbrener, W. (2003) “The Hermeneutics of Mourning: Multiplicity and Authority in Jewish Law,” College Literature 30.4, pp. 114-139.Laura Marcus, Introduction: “The Work of Gillian Rose,” pp. 1-18.Lloyd, V. (2009) Law and Transcendence: On the Unfinished Project of Gillian Rose, Palgrave MacmillanMartin, J (1997) “Force Fields,” Salmagundi 113, pp. 41-52.Martins, H. (1996) St. Antony’s College Record, pp. 111-114.Mendelsohn, D. “Keep Your Mind in Hell,” New York Times Book Review January 21 1996, 145.50313, p. 34Milbank, J. (1992) “Living in Anxiety,” Times Higher Education Supplement, June 26, 1992, pp. 20, 22Milbank, J. The Independent, December 13, 1995.Parry, A. (2000) “’Mourning Rationalism without Reason?’ Affectual Surplus in the Wake of Poststructuralism,” REAL: The Yearbook of Research in English and American Literature, 16, pp. 213-28.Rose, G. (1993) Judaism and Modernity, Philosophical Essays, Oxford: Blackwell Publishers Rose, G. (1995) Love’s Work, London, Chatto and Windus, pp. 96-106Rose, G. (1996) Mourning Becomes the Law, Cambridge University PressRose, G. (1999) Paradiso, London: The Menard Press pp 42-47S. Jarvis, Bulletin of the Hegel Society of Great Britain, 1993, 27/28, pp. 88-92.Schick, K. (2012) Gillian Rose: ‘A Good Enough Justice’, Edinburgh: Edinburgh University PressShanks, A. (2008) Against Innocence: Gillian Rose’s Reception and Gift of Faith, London: SCM PressStanley, L. (2002) “Mourning Becomes…: The Work of Feminism in the Spaces Between Lives Lived and Lives Written,” Women’s Studies International Forum 25.1Stone, A. (2003) “Hegel’s Dialectic and the Recognition of Feminine Difference,” Philosophy Today Supplement 47.5, pp. 132-9.The first six essays in Women: a cultural review, Spring 1998, vol. 9, no. 1.Tubbs, N. (1998) ‘What is Love’s Work’, Women: A Cultural Review, Vol. 9, no. 1. Tubbs, N. (2000) ‘Mind the Gap: The Philosophy of Gillian Rose’, Thesis Eleven, no. 60.Williams, R. (2007)’ Between Politics and Metaphysics: Reflections in the Wake of Gillian Rose’ in Wrestling with Angels, London: SCM PressWyschogrod, E. (1995) Modern Theology, April 1995, 11.2, pp. 268-70.

Week 10 With what must the science end? (2)

Week 11 God and education

ReadingRose, G. (2009) Hegel Contra Sociology, London: The Athlone PressTubbs, N. (2005) Philosophy of the Teacher, Oxford, Blackwell PublishingTubbs, N. (2014) Philosophy and Modern Liberal Arts Education, Basingstoke: Palgrave MacmillanWilliams, R. (2007) Wrestling with Angels, London: SCM PressWilliams, R. (2014) The Edge of Words, London: BloomsburyWilliams, R. (1994) Open to Judgement, London: Darton, Longman &ToddAssessment

Assessment 1: (50%)

Title: ‘Negative education leaves us only with despair’ critically discuss with reference to

material from weeks 1-5

(2250-2500 words; deadline: Friday 12th Feb Week 5, given to Catherine in the Office by

3.30pm).

Assessment 2: (50%)

1. Titles to come in the light of each week’s discussion

2. Individually negotiated essay question

(2250-2500 words; deadline Friday 1st April Week 12 given to Catherine in the Office by

3.30pm).

Use Harvard Referencing

We attempt always to return work within 3 working weeks (15 days working days).

MODERN LIBERAL ARTS MARK SCHEME

We want you to be very clear about how we will mark your work and that means you must know with each assessment what you are expected to do. We hope that this does not mean you will feel that you have to write to a formula. We are trying to build in considerable freedom to your assessments; but as the term ‘liberal arts’ conveys, in every freedom there is a discipline, and in every discipline there is a freedom; together, we hope, they constitute the struggle of learning.

There are (often but not always) two types of essays in MLA: the first assessment title in a module will most often be set by the tutor and will be restricted to texts explored in the first weeks. The second assessment title can be tutor-led, or chosen from a list of titles, or can be negotiated individually; this varies according to the tutor and the module. This assignment can explore wider issues, employ wider reading, or explore a single issue in depth. Students will bear some responsibility for the references consulted in the second essay, increasing through years 1, 2 and 3.

Tutor-set assessments (disciplina) Student/tutor-set assessments (libertas)

1st module essay

Marks for depth of understanding specialist

terminology depth of understanding of set texts

2nd module essay

Marks for depth of understanding of texts depth of understanding and application of

ideas/concepts

depth of understanding of ideas/concepts evidence by quotation answering the question correct referencing word limit

evidence-based critical arguments depth/breadth of reading (depending on

the question) answering your own question correct referencing word limit

Note the difference between essays 1 and 2: the first one is marked only on your understanding of texts; the second one is marked on understanding, on your own reading, and your emerging critical voice. Be careful here; being critical does not mean just giving your opinions. It means making a case based on evidence from your reading, using ideas and concepts from texts. It does not mean you have to fight for one side of an argument or another… ambivalence will be treated with great respect. But for every essay, remember this: if we (and you) get the title right, then by answering the question you will be doing exactly what is required. Over years 1, 2 and 3 the levels of your work are raised by using increasingly challenging texts, ideas, concepts and writers, and by the way you are able to employ ideas, concepts and writers from other modules across the degree in increasingly sophisticated ways.

For all essays, then

Depending on the question you will need to

Demonstrate reflection on module material and the wider contexts from across the degree which might impact upon it

Communicate experiences of texts and ideas as appropriate Show knowledge and understanding of specialist terminology Demonstrate requisite research skills in gathering, summarizing and presenting evidence including

proficiency in referencing and academic conventions.

For essay 1

Depending on the question you will need to

Show careful reading of primary sources Show a knowledge of theoretical perspectives and/or works Show an understanding of abstract concepts and ideas within theoretical perspectives Show an ability to work with theorists and their concepts in various forms of assessment as

appropriate Show evidence of engagement with texts and ideas concerned with issues raised in the module.

For essay 2

Depending on the question you will need to

Show an ability to employ theorists critically in relation to issues Show an ability to use concepts as critical tools in discussing issues and questions as appropriate Show an ability to employ theoretical perspectives as critical tools Therein, to develop a critical voice informed and deepened by appropriate use of theory as

critique. Sustain a critical relationship to ideas related to the module

It is often hard to explain in generic terms how any particular essay could have been improved. But, cautiously, we can say the following:

In general,

a 3rd (40-49%) may have ignored the question, may have not given much evidence of reading, may have clumsy sentence structure, but will still have made a bona fide attempt at the work.

a 2.2 (50-59%) will have provided evidence of reading, quotations where appropriate, clear sentence structure, attended to the question or title, but not related the material in ways which synthesise more developed and complex thinking.

a 2.1 (60-69%) will have evidence of reading through effective selection of quotation, being able to make specific points, and to relate material together to make broader and/or deeper and more complex observations. At the higher end, it may have been able to relate material from across modules, or across the degree as a whole, to synthesise separate ideas and issues into more holistic comments, ideas and problems. The questions addressed will be getting ever more difficult and important, including those that are asked without being answered.

a 1st (70-100%) will make a little go a long way. Quotations may carry implications beyond their precise content; sentences will be clear but able to refine complex ideas succinctly; most importantly, it will be able to combine the microcosm of its subject matter with the macrocosm of its place in the wider context, and these contexts will be drawn form the overall, experience of the degree, growing obviously from years 1 to 3. No inaccuracies of grammar or sentence construction, and no referencing mistakes are expected here. The voice of the essay will be in control of difficult material throughout. Above all the questions asked and addressed will be compelling in their difficulty and import.

Module Evaluations (previous year)

As one of the last modules students take on the degree not only was content engaged with at a high and thoughtful level of thinking but discussions reflected upon and expressed three years of higher education and what it might have meant for students about to embark on new endeavours. Evaluations were very positive. Resources for and content of the module was considered ‘very good’ and ‘excellent’. There will be changes to the module for next year however so that the aims and structure of the two teacher modules fits better with the aims and structure of the degree as a whole.

Catalogue summary

A philosophy of the teacher requires us to ask some hard questions about the identity of those who teach us. It enables us to think about contradictions that appear in both the theory and practice of teaching, and ways in which we might begin to understand these contradictions. Indeed, much of our own education and many of the experiences in which we learn things, could be said to happen indirectly in these contradictions and perhaps even in spite of the teacher and the formal curriculum. In this module we will not seek to resolve these contradictions, but only to understand them more deeply through a variety of philosophical perspectives. At stake, here, amidst all the paradoxes, will be the much neglected idea of the teacher as practising a vocation.