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Misinterest

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ISBN: 9781950192298 9781950192304 Year: Pages: 166 DOI: 10.21983/P3.0256.1.00 Language: English
Publisher: punctum books
Subject: Psychology --- Social Sciences --- Languages and Literatures
Added to DOAB on : 2019-07-03 11:21:05
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Abstract

"The term “interest” lacks a precise antonym. In English, we have “disinterested” and “uninteresting,” but we want for a term that denotes robust opposition to interest. The same appears to hold true in every other language (as far as we know). Interest’s missing antonym reflects not merely a widespread lexical oversight, but a misrecognition of interest’s complete and exact meaning. More importantly, the idea that interest has no opposite expresses a certain refusal to acknowledge the power of the impulse to extinguish interest, for the self and for others.

Why then do we foreclose interest’s possibility, degrade our (and others’) capacities to experience interest, and destroy interest’s objects? Why do we decline what interest proffers — which includes creative and subjective being, thinking, and relating — in favor of more primitive modes of survival, thoughtlessness, and nonbeing? Why do relationships — with ourselves, with others, with objects — toward which genuine interest draws us seem sometimes, if not often, unbearable?

These questions are difficult. Their answers, even more so. Misinterest: Essays, Pensées, and Dreams attempts to approach them in an honest way, without making them fascinating, mysterious, boring, obscurantist, or fascinatingly mysteriously boringly obscurantist. Outwardly, Misinterest is concerned with dreams and forgetting and Eros and soaring dogs and groups and suicidal suburban teenagers and sex and jury duty and Nazis and fathers and hatred and holy parrots and fundamentalists and plagues and other things that may or may not be interesting. Ultimately, however, it seeks, like Jules Renard, “en restant exact” (in remaining true/real), to shed light on the establishment of misinterest, missingness, and mystery where and when they need not be, and, thus, on the psychic, familial, and political forces that compel us not to be when and where we ought."

The Pedagogics of Liberation

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ISBN: 9781950192274 9781950192281 Year: Pages: 204 DOI: 10.21983/P3.0257.1.00 Language: English
Publisher: punctum books
Subject: Education --- History --- Migration --- Economics
Added to DOAB on : 2019-08-20 11:21:02
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"Enrique Dussel is considered one of the founding philosophers of liberation in the Latin American tradition, an influential arm of what is now called decoloniality. While he is astoundingly prolific, relatively few of his works can be found in English translation — and none of these focus specifically on education. Founding members of the Latin American Philosophy of Education Society David I. Backer and Cecilia Diego bring to us Dussel’s The Pedagogics of Liberation: A Latin American Philosophy of Education, the first English translation of Dussel’s thinking on education, and also the first translation of any part of his landmark multi-volume work Towards an Ethics of Latin American Liberation.

Dussel’s ouevre is an impressive intellectual mosaic that uses Europeans to disrupt European thinking. This mosaic has at its center French philosopher Emmanuel Levinas, but also includes Ancient Greek philosophy, Thomist theology, modern Enlightenment philosophy, analytic philosophy of language, Marxism, psychoanalysis (Freud, Klein, evolutionary psychology, neuroscience), phenomenology (Sartre, Heidegger, Husserl, Hegel), critical theory (Frankfurt School, Habermas), and linguistics. Dussel joins these traditions to Latin American history, literature, and philosophy, specifically the work of Octavio Paz, Ivan Illich, and the philosophers of liberation whom Dussel studied with in Argentina before his exile to Mexico in the late 1970s.

Drawing heavily from the ethics of Levinas, Dussel examines the dominating and liberating features of intimate, concrete, and observable interactions between different kinds of people who might sit down and have face-to-face encounters, specifically where there may be an inequality of knowledge and a responsibility to guide, teach, learn, care, or study: teacher–student, politician–citizen, doctor–patient, philosopher–nonphilosopher, and so on. Those occupying the superior position of these face-to-face encounters (teachers, politicians, doctors, philosophers) have a clear choice for Dussel when it comes to their pedagogics. They are either open to hearing the voice of the Other, disrupting their sense of what is and should be by a newness beyond what they know; or, following the dominant pedagogics, they can try to communicate and instruct their sense of what is and should be (which Dussel, in a Latin American context, associates with dominant cultures) to the (supposed) tabula rasas in their charge. Dussel calls that sense of what is and should be “lo Mismo.” [The French in Levinas is “le Même,” and Backer and Diego have translated Dussel’s “lo Mismo” as “the Same.”]

This groundbreaking translation makes possible a face-to-face encounter between an Anglo Philosophy of Education and Latin American Pedagogics. “Pedagogics” should be considered as a type of philosophical inquiry alongside ethics, economics, and politics. Dussel’s pedagogics is a decolonizing pedagogics, one rooted in the philosophy of liberation he has spent his epic career articulating. With an Introduction by renowned philosopher Linda Martin Alcoff, this book adds an essential voice to our conversations about teaching, learning, and studying, as well as critical theory in general."

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