Behold : silence and attention in education

Lewin, David (2014) Behold : silence and attention in education. Journal of Philosophy of Education, 48 (3). pp. 355-369. ISSN 0309-8249 (https://doi.org/10.1111/1467-9752.12074)

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Abstract

Educators continually ask about the best means to engage students and how best to capture attention. These concerns often make the problematic assumption that students can directly govern their own attention. In order to address the role and limits of attention in education, some theorists have sought to recover the significance of silence or mindfulness in schools, but I argue that these approaches are too simplistic. A more fundamental examination of our conceptions of identity and agency reveals a Cartesian and Kantian foundationalism. This assumed subjectivity establishes too simplistic a conception of the agency of students in directing attention. I critically engage with these conceptions by drawing on a range of diverse sources, primarily modern Continental philosophy and Christian mystical theology.

ORCID iDs

Lewin, David ORCID logoORCID: https://orcid.org/0000-0001-5205-8165;
  • Item type:Article
    ID code:55435
    Dates:
    Date
    Event
    10 April 2014
    Published
    10 January 2014
    Accepted
    Notes:This is the peer reviewed version of the following article: Lewin, D. (2014). Behold: Silence and Attention in Education. Journal of Philosophy of Education, 48(3), 355-369. 10.1111/1467-9752.12074, which has been published in final form at 10.1111/1467-9752.12074. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
    Subjects:Education > Theory and practice of education
    Department:Faculty of Humanities and Social Sciences (HaSS) > Strathclyde Institute of Education > Education
    Depositing user: Pure Administrator
    Date deposited:02 Feb 2016 16:17
    Last modified:18 Nov 2024 01:08
    URI:https://strathprints.strath.ac.uk/id/eprint/55435
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