Response to Mackenzie

Autor/in	Peers, Chris
Titel	Response to Mackenzie
Quelle	In: Educational Philosophy and Theory, 46 (2014) 7, S.805-807 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2013.849839
Schlagwörter	Stellungnahme; Educational Philosophy; Psychotherapy; History; Teachers; Gender Differences; Teacher Characteristics + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Psychotherapie; Geschichte; Geschichtsdarstellung; Lehrer; Lehrerin; Lehrende; Geschlechterkonflikt
Abstract	Chris Peers begins his response to Jim Mackenzie's article, "Peers on Socrates and Plato" by asking "What is the 'masculine imaginary?'" Peers defines the term "imaginary" as it is applied in his article, "Freud, Plato and Irigaray: A Morpho-Logic of Teaching and Learning" (2012) and draws from mainly psychoanalytic sources, i.e. Lacan. Peers explains that "imaginary" refers to the cathexis, preservation and retention of an array of idealized forms within a given domain of discursive practice and that we imagine teaching and learning by reference to such forms. Usually these forms take the shape of metaphors that stand in the place of a "signified" or referent, something that is presumed to precede the image and for which it provides meaning. Peers responds to "Peers on Socrates and Plato" by stating that while he dealt with the application of Lacan's conception of the imaginary to "learning," in the first part of his article it is only in the shorter, second part of the article that he reaches Socrates as an image of "teaching." Peers argues that Mackenzie insists on an orthodox interpretation of Greek Philosophy and moreover of historical practice, without taking into account the psychoanalytic methodology Peers uses to explore broader implications of the "Theaetetus". (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10