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Jean Baudrillard and Radical Education Theory
Turning Right to Go Left
Series: - Brill Guides to Scholarship in Education, Volume: 4
In Jean Baudrillard and Radical Education Theory: Turning Right to Go Left, the authors argue that Baudrillard has been underappreciated in philosophical and theoretical work in education. They introduce him here as an important figure in radical thought who has something to add to theoretical lines of inquiry in education.
The book does not offer an introduction to Baudrillard. Rather, his corpus is mined in order to describe how it functions as a counter to the code of education, rational thought, critical reason, etc. In effect, they establish that Baudrillard advocates for a counter-path to thinking that can shake us out of our ready-made thoughts and realize the radical potential for change.
The book does not offer an introduction to Baudrillard. Rather, his corpus is mined in order to describe how it functions as a counter to the code of education, rational thought, critical reason, etc. In effect, they establish that Baudrillard advocates for a counter-path to thinking that can shake us out of our ready-made thoughts and realize the radical potential for change.
Kip Kline, Ph.D. (2007), Indiana University, is Interim Dean of the College of Education and Social Sciences at Lewis University. He has published several articles and book chapters on the intersection of children/youth and philosophy. He is the author of Baudrillard, Youth, and American Film: Fatal Theory and Education (Lexington, 2016).
Kristopher Holland, Ph.D. (2011), Indiana University, is an Associate Professor in the College of Design, Architecture, Art, and Planning and the Director of Strange Tools Research Lab at the University of Cincinnati. He has published several articles and book chapters on the intersections of philosophy, art, and education.
Kristopher Holland, Ph.D. (2011), Indiana University, is an Associate Professor in the College of Design, Architecture, Art, and Planning and the Director of Strange Tools Research Lab at the University of Cincinnati. He has published several articles and book chapters on the intersections of philosophy, art, and education.
Foreword
âMike Gane
List of Figures
Introduction: The Seduction of Baudrillard
â1 Baudrillardâs Teaching: How I Learned to Avoid the Trap of the Dialectic
â2 9/11 Did Not Take Place: Or How I Learned to Love Baudrillard
1 Relevance for Educational Thinking
â1 What Does Baudrillard Say about Thinking? Paradox in Baudrillard as Productive Spaces for Learning
â2 Imagining âLearningâ from Baudrillard
â3 The Ecstasy of Education
â4 Toward an Education for Counter-Intuition
2 The End of Traditional Critique in Education
â1 The State of Critique in Education
â2 The Space for Thinking about Baudrillard
â3 Baudrillard and Form
â4 The Orders of Simulacra
â5 The Fourth Order and Radical Thought
â6 Radical Thought in Practice: Baudrillardâs Theory-Fiction
â7 Conclusion
3 From Representation to Simulation
â1 Introduction: The Reality We Have âNowâ â¦
â2 From Representation to a Hyperspace without Atmosphere
â3 The Entangled Orders of Simulacra: Disneyland, Disneyworld, Disneyverse*
â4 The Precession of Simulation: The Decay/Delay/Displacement of Reality
â5 The Case of Salvator Mundi and atomic printed Mona Lisa
â6 The Dark Art of Deepfakes
â7 Algorithmic Life and Fractal Futures
4 Fatal Theory and Education
â1 Ars Moriendi for Education
â2 Amor Fati: Embracing Fatal Theory in Education
â3 Fatal Theory or Fatal Strategy: The Baudrillard Experience
â4 Fatal Strategies for Education: Learning the Art of Dying, Loving Fate, and Making Friends with Chaos
Index
âMike Gane
List of Figures
Introduction: The Seduction of Baudrillard
â1 Baudrillardâs Teaching: How I Learned to Avoid the Trap of the Dialectic
â2 9/11 Did Not Take Place: Or How I Learned to Love Baudrillard
1 Relevance for Educational Thinking
â1 What Does Baudrillard Say about Thinking? Paradox in Baudrillard as Productive Spaces for Learning
â2 Imagining âLearningâ from Baudrillard
â3 The Ecstasy of Education
â4 Toward an Education for Counter-Intuition
2 The End of Traditional Critique in Education
â1 The State of Critique in Education
â2 The Space for Thinking about Baudrillard
â3 Baudrillard and Form
â4 The Orders of Simulacra
â5 The Fourth Order and Radical Thought
â6 Radical Thought in Practice: Baudrillardâs Theory-Fiction
â7 Conclusion
3 From Representation to Simulation
â1 Introduction: The Reality We Have âNowâ â¦
â2 From Representation to a Hyperspace without Atmosphere
â3 The Entangled Orders of Simulacra: Disneyland, Disneyworld, Disneyverse*
â4 The Precession of Simulation: The Decay/Delay/Displacement of Reality
â5 The Case of Salvator Mundi and atomic printed Mona Lisa
â6 The Dark Art of Deepfakes
â7 Algorithmic Life and Fractal Futures
4 Fatal Theory and Education
â1 Ars Moriendi for Education
â2 Amor Fati: Embracing Fatal Theory in Education
â3 Fatal Theory or Fatal Strategy: The Baudrillard Experience
â4 Fatal Strategies for Education: Learning the Art of Dying, Loving Fate, and Making Friends with Chaos
Index
Anyone interested in radical or postmodern ideas in education, and anyone interested in the ways in which Jean Baudrillardâs ideas connect with educational theory.