Metamodernism as the Pedagogy of Revolution
Response to Special Review Symposium (Religion & Theology 30, no. 3&4 [2023]): Jason Ānanda Josephson Storm, Metamodernism: The Future of Theory (Chicago, IL; London: University of Chicago Press, 2021)
In: Religion and TheologySearch for other papers by Jason Ānanda Josephson Storm in
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Abstract
This article is a response to reviews of Metamodernism: The Future of Theory. It examines the intersection of Metamodernism and pedagogy, drawing inspiration from Paulo Freire’s Pedagogy of the Oppressed and other works. It explores how educational practices can contribute to societal transformation, emphasizing the role of humility, understanding the social world (especially process social kinds), compassion, hope, and critical consciousness in fostering revolutionary change. The paper advocates for a pedagogy that not only challenges existing power structures but also promotes the flourishing of diverse species, extending its concern beyond human-centric perspectives.
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Josephson [Storm], Jason Ānanda. The Invention of Religion in Japan. Chicago, IL; London: University of Chicago Press, 2012.
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Martin, Craig. “Attempting to Make Sense of Postcritique, or, I’m Confused.” Religion & Theology 29, no. 3–4 (2022): 344–368. https://doi.org/10.1163/15743012-bja10042.
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Metamodernism as the Pedagogy of Revolution
Response to Special Review Symposium (Religion & Theology 30, no. 3&4 [2023]): Jason Ānanda Josephson Storm, Metamodernism: The Future of Theory (Chicago, IL; London: University of Chicago Press, 2021)
In: Religion and TheologySearch for other papers by Jason Ānanda Josephson Storm in
Current site
Google Scholar
PubMed
Abstract
This article is a response to reviews of Metamodernism: The Future of Theory. It examines the intersection of Metamodernism and pedagogy, drawing inspiration from Paulo Freire’s Pedagogy of the Oppressed and other works. It explores how educational practices can contribute to societal transformation, emphasizing the role of humility, understanding the social world (especially process social kinds), compassion, hope, and critical consciousness in fostering revolutionary change. The paper advocates for a pedagogy that not only challenges existing power structures but also promotes the flourishing of diverse species, extending its concern beyond human-centric perspectives.
| All Time | Past 365 days | Past 30 Days | |
|---|---|---|---|
| Abstract Views | 680 | 124 | 21 |
| Full Text Views | 77 | 21 | 0 |
| PDF Views & Downloads | 489 | 50 | 0 |
