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The Ethics of the Self as an Educational Practice

Etika sopstva kao obrazovna praksa

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2020
bitstream_8466.pdf (5.036Mb)
Authors
Velinov, Marija
Contributors
Krstić, Predrag
Mevorah, Vera
Velinov, Marija
Conference object (Published version)
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Abstract
Rad se bavi Fukoovom analizom određenih aspekata stoičke filozofije i njihovog odnosa spram obrazovanja. Fuko polazi od teze da su „naše eto-poetičke prakse postale orijentisane ka otkrivanju naše istinske i sušinske prirode“, te se okreće etici koja vodi odvajanju naših etičkih ili samo-formirajućih praksi od obaveze da kažemo istinu o svojoj prirodi. Prvo pitanje rada je da li pojmovi i prakse stoičke filozofije poput Stultitia i Askesis (u značenju vežbi i priprema za život), a u njihovoj vezi sa istinom ili izricanjem istine i specifičnim odnosom spram slušanja, čitanja i pisanja, predstvljaju obrazovnu praksu? Takođe, ukoliko je cilj etike sopstva konstitucija subjekta kroz svesnu praksu slobode, a askezu odredimo kao subjektivaciju dirskursa istine, postavlja se pitanje da li je u pitanju vrsta učenja koje može da emancipuje? Preciznije, da li briga o sebi ili etika sopstva, kao preobraćanje koje sopstvo stvara putem prisvajanja istine i postajanja subjektom iskaziva...nja istine, može istovremeno da bude slobodno i nezavisno ili emancipovano?

The paper deals with Foucault’s analysis of certain aspects of Stoicism and its relation to education. Foucault begins with the thesis that “our etho-poetic practices have become oriented towards discovering our true and substantive nature”. He turns to the ethics that separates our ethical or self-forming practices from the obligation to tell the truth about our nature. The first question is whether the concepts and practices of Stoicism such as Stultitia and Askesis, in their relation to truth or truth-telling and their specific relation to listening, reading and writing, constitute educational practice? Also, if the goal of the ethics of the self is the constitution of the subject through the conscious practice of liberty, and if we define Askesis as the subjectivation of the discourse of truth, the question rises as to whether this is the kind of learning that could emancipate? More precisely, whether self-care or the ethics of self as transformation, which is achieve...d through the appropriation of truth and becoming the subject of truth-telling, can be free and independent, or emancipated?

Keywords:
Fuko / stoička filozofija / emancipacija / istina / sloboda / Foucault / Stoicism / emancipation / truth / freedom
Source:
Druga međunarodna konferencija Čemu još obrazovanje?/Why Still Education? Emancipacija i/ili obrazovanje: putevi i raspuća/Emancipation and/or Education: Challenges and Frictions, Beograd, 2–5 oktobar 2020. Knjiga apstrakata, 2020, 100-100
Publisher:
  • Beograd: Institut za filozofiju i društvenu teoriju
Funding / projects:
  • Ministry of Education, Science and Technological Development, Republic of Serbia, Grant no. 200025 (University of Belgrade, Institute for Phylosophy and Social Theory) (RS-200025)

ISBN: 978-86-80484-50-1

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_rifdt_2380
URI
http://rifdt.instifdt.bg.ac.rs/123456789/2380
Collections
  • Radovi istraživača
Institution/Community
IFDT
TY  - CONF
AU  - Velinov, Marija
PY  - 2020
UR  - http://rifdt.instifdt.bg.ac.rs/123456789/2380
AB  - Rad se bavi Fukoovom analizom određenih aspekata stoičke filozofije
i njihovog odnosa spram obrazovanja. Fuko polazi od teze da su „naše
eto-poetičke prakse postale orijentisane ka otkrivanju naše istinske i
sušinske prirode“, te se okreće etici koja vodi odvajanju naših etičkih ili
samo-formirajućih praksi od obaveze da kažemo istinu o svojoj prirodi.
Prvo pitanje rada je da li pojmovi i prakse stoičke filozofije poput Stultitia
i Askesis (u značenju vežbi i priprema za život), a u njihovoj vezi sa
istinom ili izricanjem istine i specifičnim odnosom spram slušanja, čitanja
i pisanja, predstvljaju obrazovnu praksu? Takođe, ukoliko je cilj etike
sopstva konstitucija subjekta kroz svesnu praksu slobode, a askezu
odredimo kao subjektivaciju dirskursa istine, postavlja se pitanje da li je
u pitanju vrsta učenja koje može da emancipuje? Preciznije, da li briga o
sebi ili etika sopstva, kao preobraćanje koje sopstvo stvara putem prisvajanja
istine i postajanja subjektom iskazivanja istine, može istovremeno
da bude slobodno i nezavisno ili emancipovano?
AB  - The paper deals with Foucault’s analysis of certain aspects of Stoicism
and its relation to education. Foucault begins with the thesis that “our
etho-poetic practices have become oriented towards discovering our
true and substantive nature”. He turns to the ethics that separates our
ethical or self-forming practices from the obligation to tell the truth
about our nature.
The first question is whether the concepts and practices of Stoicism
such as Stultitia and Askesis, in their relation to truth or truth-telling
and their specific relation to listening, reading and writing, constitute
educational practice? Also, if the goal of the ethics of the self is the
constitution of the subject through the conscious practice of liberty,
and if we define Askesis as the subjectivation of the discourse of truth,
the question rises as to whether this is the kind of learning that could
emancipate? More precisely, whether self-care or the ethics of self as
transformation, which is achieved through the appropriation of truth
and becoming the subject of truth-telling, can be free and independent,
or emancipated?
PB  - Beograd: Institut za filozofiju i društvenu teoriju
C3  - Druga međunarodna konferencija Čemu još obrazovanje?/Why Still Education? Emancipacija i/ili obrazovanje: putevi i raspuća/Emancipation and/or Education: Challenges and Frictions, Beograd, 2–5 oktobar 2020. Knjiga apstrakata
T1  - The Ethics of the Self as an Educational Practice
T1  - Etika sopstva kao obrazovna praksa
SP  - 100
EP  - 100
UR  - https://hdl.handle.net/21.15107/rcub_rifdt_2380
ER  - 
@conference{
author = "Velinov, Marija",
year = "2020",
abstract = "Rad se bavi Fukoovom analizom određenih aspekata stoičke filozofije
i njihovog odnosa spram obrazovanja. Fuko polazi od teze da su „naše
eto-poetičke prakse postale orijentisane ka otkrivanju naše istinske i
sušinske prirode“, te se okreće etici koja vodi odvajanju naših etičkih ili
samo-formirajućih praksi od obaveze da kažemo istinu o svojoj prirodi.
Prvo pitanje rada je da li pojmovi i prakse stoičke filozofije poput Stultitia
i Askesis (u značenju vežbi i priprema za život), a u njihovoj vezi sa
istinom ili izricanjem istine i specifičnim odnosom spram slušanja, čitanja
i pisanja, predstvljaju obrazovnu praksu? Takođe, ukoliko je cilj etike
sopstva konstitucija subjekta kroz svesnu praksu slobode, a askezu
odredimo kao subjektivaciju dirskursa istine, postavlja se pitanje da li je
u pitanju vrsta učenja koje može da emancipuje? Preciznije, da li briga o
sebi ili etika sopstva, kao preobraćanje koje sopstvo stvara putem prisvajanja
istine i postajanja subjektom iskazivanja istine, može istovremeno
da bude slobodno i nezavisno ili emancipovano?, The paper deals with Foucault’s analysis of certain aspects of Stoicism
and its relation to education. Foucault begins with the thesis that “our
etho-poetic practices have become oriented towards discovering our
true and substantive nature”. He turns to the ethics that separates our
ethical or self-forming practices from the obligation to tell the truth
about our nature.
The first question is whether the concepts and practices of Stoicism
such as Stultitia and Askesis, in their relation to truth or truth-telling
and their specific relation to listening, reading and writing, constitute
educational practice? Also, if the goal of the ethics of the self is the
constitution of the subject through the conscious practice of liberty,
and if we define Askesis as the subjectivation of the discourse of truth,
the question rises as to whether this is the kind of learning that could
emancipate? More precisely, whether self-care or the ethics of self as
transformation, which is achieved through the appropriation of truth
and becoming the subject of truth-telling, can be free and independent,
or emancipated?",
publisher = "Beograd: Institut za filozofiju i društvenu teoriju",
journal = "Druga međunarodna konferencija Čemu još obrazovanje?/Why Still Education? Emancipacija i/ili obrazovanje: putevi i raspuća/Emancipation and/or Education: Challenges and Frictions, Beograd, 2–5 oktobar 2020. Knjiga apstrakata",
title = "The Ethics of the Self as an Educational Practice, Etika sopstva kao obrazovna praksa",
pages = "100-100",
url = "https://hdl.handle.net/21.15107/rcub_rifdt_2380"
}
Velinov, M.. (2020). The Ethics of the Self as an Educational Practice. in Druga međunarodna konferencija Čemu još obrazovanje?/Why Still Education? Emancipacija i/ili obrazovanje: putevi i raspuća/Emancipation and/or Education: Challenges and Frictions, Beograd, 2–5 oktobar 2020. Knjiga apstrakata
Beograd: Institut za filozofiju i društvenu teoriju., 100-100.
https://hdl.handle.net/21.15107/rcub_rifdt_2380
Velinov M. The Ethics of the Self as an Educational Practice. in Druga međunarodna konferencija Čemu još obrazovanje?/Why Still Education? Emancipacija i/ili obrazovanje: putevi i raspuća/Emancipation and/or Education: Challenges and Frictions, Beograd, 2–5 oktobar 2020. Knjiga apstrakata. 2020;:100-100.
https://hdl.handle.net/21.15107/rcub_rifdt_2380 .
Velinov, Marija, "The Ethics of the Self as an Educational Practice" in Druga međunarodna konferencija Čemu još obrazovanje?/Why Still Education? Emancipacija i/ili obrazovanje: putevi i raspuća/Emancipation and/or Education: Challenges and Frictions, Beograd, 2–5 oktobar 2020. Knjiga apstrakata (2020):100-100,
https://hdl.handle.net/21.15107/rcub_rifdt_2380 .

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