Against the olympus of understanding: hesitating certainties with Martin Kohan
The present text consists of a conversation with Martín Kohan within the framework of a philosophical meeting on education. The quotation, in its literary power, starts from addressing the pedagogical question of the future as an opening of the imagination without it being reduced to a prolongation...
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| Lenguaje: | Español |
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Universidad Nacional del Litoral
2024
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| Acceso en línea: | https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14180 |
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I26-R133-article-141802025-08-11T13:31:33Z Against the olympus of understanding: hesitating certainties with Martin Kohan Contra el olimpo del entendimiento: Vacilando certezas con Martín Kohan Giuliano, Facundo Serratore , Grisel Cosentino, Pablo Giuliano, Valentina filosofía de la educación literatura pedagogía ética política philosophy of education literature pedagogies ethics politics The present text consists of a conversation with Martín Kohan within the framework of a philosophical meeting on education. The quotation, in its literary power, starts from addressing the pedagogical question of the future as an opening of the imagination without it being reduced to a prolongation of the present. Thus the question of the avant–garde emerges and the pedagogies that can accommodate amidst the tensions between equality and intelligibility. In this way, a critical attitude towards total understanding, the seat of underestimation, is woven, while at the same time understanding something is vindicated as the key to educational praxis. The educative–conversational itinerary enhances the power of pleasure in the effort, in what concerns reading and writing, without neglecting the ethical–political problems involved in its protocolization based on «correctness». In this key, the questioning of the group and its tension with the solipsism that prevents the corrosion of structures is opened, as a way of destabilizing certainties and inhabiting not knowing. Towards the end, the political–educational power of failure is explored, as a way of disrupting dichotomies and visualizing that it is with tradition that pedagogical invention can take place. El presente texto se compone de versaciones con Martín Kohan en el marco de una reunión filosófica de la educación. La cita, en su potencia literaria, parte de abordar la cuestión pedagógica del futuro como apertura de la imaginación sin que esta se reduzca a una prolongación del presente. Emerge así la pregunta sobre la vanguardia y las pedagogías que puede alojar en medio de las tensiones entre igualdad e inteligibilidad. De este modo, se trama una actitud crítica hacia el entendimiento total, sede de subestimaciones, al tiempo que se reivindica el entender algo como clave de la praxis educativa. El itinerario conversacional realza la fuerza del placer en el esfuerzo, en lo que ataña a la lectura y la escritura, sin descuidar los problemas ético–políticos que entraña su protocolización sobre la base de «lo correcto». En esta clave, se abre el interrogante por lo grupal y su tirantez con el solipsismo que impide la corrosión de estructuras, en tanto manera de desestabilizar certezas y habitar el no saber. Hacia el final se explora la potencia política–educativa del fracaso, como forma de desbaratar dicotomías y visualizar que es con la tradición que puede darse lugar a la invención pedagógica. Universidad Nacional del Litoral 2024-12-26 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Interview not evaluated by pairs. Entrevista no evaluada por pares. texto application/epub+zip application/pdf https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14180 10.14409/ie.2024.21.e0082 Itinerarios Educativos; n. 21 (2024): Itinerarios Educativos Nro 21 ; e0082 Itinerarios Educativos; No. 21 (2024): Itinerarios Educativos Nro 21 ; e0082 Itinerarios Educativos; Núm. 21 (2024): Itinerarios Educativos Nro 21 ; e0082 2362-5554 1850-3853 10.14409/ie.2024.21 es https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14180/19892 https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14180/19891 Derechos de autor 2024 Itinerarios Educativos |
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Universidad Nacional del Litoral |
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filosofía de la educación literatura pedagogía ética política philosophy of education literature pedagogies ethics politics |
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filosofía de la educación literatura pedagogía ética política philosophy of education literature pedagogies ethics politics Giuliano, Facundo Serratore , Grisel Cosentino, Pablo Giuliano, Valentina Against the olympus of understanding: hesitating certainties with Martin Kohan |
| topic_facet |
filosofía de la educación literatura pedagogía ética política philosophy of education literature pedagogies ethics politics |
| author |
Giuliano, Facundo Serratore , Grisel Cosentino, Pablo Giuliano, Valentina |
| author_facet |
Giuliano, Facundo Serratore , Grisel Cosentino, Pablo Giuliano, Valentina |
| author_sort |
Giuliano, Facundo |
| title |
Against the olympus of understanding: hesitating certainties with Martin Kohan |
| title_short |
Against the olympus of understanding: hesitating certainties with Martin Kohan |
| title_full |
Against the olympus of understanding: hesitating certainties with Martin Kohan |
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Against the olympus of understanding: hesitating certainties with Martin Kohan |
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Against the olympus of understanding: hesitating certainties with Martin Kohan |
| title_sort |
against the olympus of understanding: hesitating certainties with martin kohan |
| description |
The present text consists of a conversation with Martín Kohan within the framework of a philosophical meeting on education. The quotation, in its literary power, starts from addressing the pedagogical question of the future as an opening of the imagination without it being reduced to a prolongation of the present. Thus the question of the avant–garde emerges and the pedagogies that can accommodate amidst the tensions between equality and intelligibility. In this way, a critical attitude towards total understanding, the seat of underestimation, is woven, while at the same time understanding something is vindicated as the key to educational praxis. The educative–conversational itinerary enhances the power of pleasure in the effort, in what concerns reading and writing, without neglecting the ethical–political problems involved in its protocolization based on «correctness». In this key, the questioning of the group and its tension with the solipsism that prevents the corrosion of structures is opened, as a way of destabilizing certainties and inhabiting not knowing. Towards the end, the political–educational power of failure is explored, as a way of disrupting dichotomies and visualizing that it is with tradition that pedagogical invention can take place. |
| publisher |
Universidad Nacional del Litoral |
| publishDate |
2024 |
| url |
https://bibliotecavirtual.unl.edu.ar/publicaciones/index.php/index/article/view/14180 |
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