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Punctum Books
summary
We live in an era where the university system is undergoing great changes owing to developments in financing policies and research priorities, as well as changes in the society in which this system is embedded. This change toward a more market-oriented university, which also has immediate effects in academic peripheries such as the Balkans, the Middle East, or South-East Asia, is of great influence for the pedagogical practice of “less profitable” academic areas such as the Humanities: philosophy, languages, sociology, anthropology, history. Because of the absence of a historically grounded establishment of the Humanities, academic peripheries, usually accompanied by a weak civil society infrastructure, seem to offer the most fertile ground for rethinking the Humanities, their pedagogical practice, and their politics, as well as the greatest threats, such as the ongoing capitalization of research, and profitability as the norm of educational achievement. The sprawling presence of for-profit universities and in academic peripheries such as Albania and Kosovo is indicative of this problematic, as are consistent underfunding of universities and the relentless budget cuts in American and English, and to a lesser extent European, universities. Motivations for this ongoing attack on the university are often driven by a political system or a politics with an aggressive stance to critical thought.

Table of Contents

  1. Cover
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  1. Title Page, Copyright
  2. pp. 1-28
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  1. Opening
  2. Vincent W.J. van Gerven Oei
  3. pp. 29-36
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  1. A Pedagogy on the Verge of Disaster
  2. Christopher Fynsk
  3. pp. 37-66
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  1. Desocializing the School: Education and the Action-Zone
  2. Oliver Feltham
  3. pp. 67-106
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  1. Sandy Hook University: Poetic Violence, Scope, and Style of Imagination
  2. Adam Staley Groves
  3. pp. 107-126
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  1. A Call for Thinking (The Disaster)
  2. Julia Hölzl
  3. pp. 127-146
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  1. The Rhetoric of Disaster: Surviving the End of the Humanities
  2. John Van Houdt
  3. pp. 147-174
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  1. A Passion for Yes: Coming Out and Affirmation
  2. Vincent W.J. van Gerven Oei
  3. pp. 175-190
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  1. Welcoming the Stranger: From Social Inclusion to Exilic Education
  2. Edith Doron
  3. pp. 191-214
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  1. “Occupy Baghdad”: On the Occupation of Images
  2. Urok Shirhan
  3. pp. 215-246
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  1. Art After Democratism: The Pedagogy of the New World Summit
  2. Jonas Staal
  3. pp. 247-270
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  1. “Reading on Disaster” Intervention: Imaginaries in Participatory Artistic Practice
  2. Katharina Stadler
  3. pp. 271-294
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  1. Manifesto for Education in Albania
  2. pp. 295-298
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  1. Philosophy and Humanistic Education: J. S. Mill’s Catastrophic Pedagogy
  2. Andreas Vrahimis
  3. pp. 299-330
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  1. Walter Benjamin and the Inhumanities: Towards a Pedagogical Anti-Nietzscheanism
  2. Matthew Charles
  3. pp. 331-354
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  1. Philosophy beyond the Peras: Thinking with/in the Periphery
  2. Nico Jenkins
  3. pp. 355-374
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  1. Cyber-Catastrophe: Towards a New Pedagogy of Entropy
  2. Justin Joque
  3. pp. 375-398
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  1. Faculty in Withdrawal: Not To Know and the Uncertainties of Self-Institutionalization
  2. Tijana Stevanović
  3. pp. 399-422
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  1. On Prototypes: Should We Eat Mao’s Pear, Sail Saint-Exupéry’s Boat, Drink with Heidegger’s Pitcher, or Use Nietzsche’s Hammer to Respond to the Crisis?
  2. Denisa Kera
  3. pp. 423-454
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  1. The Necessity of Education How Can One Still Be an Althusserian in the Wake of Badiou?
  2. Sina Badiei
  3. pp. 455-474
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  1. The University Must Be Transcended
  2. Nick Skiadopoulos
  3. pp. 475-494
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  1. Compter sur l’impossible inexistant - To Rely on the Inexistent Impossible
  2. Judith Balso
  3. pp. 495-526
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  1. Constitution of Happiness
  2. pp. 527-538
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  1. Translator’s Note
  2. Jonida Gashi
  3. pp. 539-552
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  1. Back Cover
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  1. punctum books
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Additional Information

ISBN
9780615898711
MARC Record
OCLC
945782736
Launched on MUSE
2021-06-16
Language
English
Open Access
Yes
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