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Title: Toward a pedagogy of thought : Jacotot's intellectual emancipation and the post-historical university
Author: Griffith, Tyler James
ISNI:       0000 0004 2717 1707
Awarding Body: University of Aberdeen
Current Institution: University of Aberdeen
Date of Award: 2011
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Critical scholarship on nineteenth-century educational reform has highlighted several key changes in the approach to, and organisation of knowledge in the modern era: the rise of a highly specialised disciplinary culture, the growing importance of the university as a centre for the transmission and creation of new knowledge, and the paradoxical growth in accessibility as well as inaccessibility to higher education emerge as key themes in contemporary scholarship on the topic. Although highly valuable in their own right, these studies tend to view 'cultures of knowledge' as teleologically developing to their current state while neglecting theories of pedagogy that interpreted knowledge and learning not as the by-products of a top-down transmission of knowledge from 'master' to 'disciple', but rather as a collaborative process of communication rooted in the fragility of a shared dialogue. By focusing on the theory of universal education outlined by Jean-Joseph Jacotot (1770- 1840) in his Enseignement Universel, this study explores the philosophical intricacies of a system of pedagogy which premises its validity not on theories of 'objective reality' and the transmission of 'facts', but rather on practices of communication and shared thought that eo-produce the pedagogical moment. This set of practices-in addition to problematising the notions of the 'learning subject', the 'knowledgeable master', and the 'institution of education' -addresses issues that are still pertinent to critical debates about the nature and goals of education. In particular, Jacotot's conception of the non-methodical pedagogical relation provides an insightful counterpoint to the notion of the post-historical university in Bill Readings' The University in Ruins, which argues for an ungrounded institution with commitments to Thought rather than Knowledge. This paper elaborates Jacotot's pedagogical theory and reads it alongside Readings' propositions in order to suggest a 'pedagogy of presence' which roots the pedagogical encounter in a dialogue of immediacy and the singularity of subjective identity.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available