The book brings together contributions from curriculum history, cultural studies, visual cultures, and science and technology studies to explore the international mobilizations of the sciences related to education during the post-World War Two years. Crossing the boundaries of education and science studies, it uniquely examines how the desires of science to actualize a better society were converted to the search for remaking social life that paradoxically embodied cultural differences and social divisions.
The book examines how cybernetics and systems theories traveled and were assembled to turn schools into social experiments and laboratories for change. Explored are the new comparative technologies of quantification and the visualization of educational data used in the methods of mass observation.
In the book, Poised researcher Antti Saari examines the concept of feedback in post-World War Two educational sciences as a diagram – a general blueprint for organizing, speaking of, and observing behavior that can operate in a host of different educational time-spaces.
As a diagram, feedback incorporates teaching machines and programmed instruction as well as discourses on educational reforms. As such, this chapter highlights, first, that a diagram of feedback assumes a haunting presence in observing and speaking about teaching and learning. Second, the diagram both sustains and overcomes ontological distinctions between animals, humans, material objects, and technology. Third, the diagram operates topologically, i.e. it forms its own distances and parallels relatively independent of external coordinates to make subjects, objects and spaces that count as ’pupils, classrooms, and an education system.
”The International Emergence of Educational Sciences in the Post-World War Two Years.” is out on October 26th 2020 from Routledge.
There are currently two broad forms of critique undergirding environmental education theories: the first is one of subtraction from perceived reality as it seeks to reveal and remove illusions and ideologies, while the other takes the inverse form of adding to reality in the form of investigating how matter comes to matter. This article suggests a third form that explores the paradoxical and uncanny aspects of ecological awareness and assumes an apophatic, self-negating form, which short-circuits and relinquishes all attempts at epistemological closure.
”Strange Loops, Oedipal Logic, and an Apophatic Ecology: Reimagining Critique in Environmental Education” by POISED researcher Antti Saari and John Mullen (University of Michigan) is recently published in Educational Philosophy and Theory. You can read the open access article here.
The EnAct project officially kicked off with a seminar on September 18th 2020. Due to the pandemic situation, the originally planned two-day event at Tampere University was replaced by a virtual seminar. Fifteen researchers from Finland, Sweden and the United States convened to discuss the theoretical and methodological questions of environmental activism as self-cultivation.
”Koulutuspoliittisissa visioissa koulun väitetään jääneen ajastaan jälkeen ja vieraantuneen ympäröivästä yhteiskunnasta. On kuitenkin hyviä perusteita puolustaa koululle ominaista etäisyyttä muusta maailmasta. Sitä voidaan jopa pitää yhtenä avoimen ja demokraattisen yhteiskunnan tukipilarina.”