Stefano Oliverio als Visiting Professor im Wintersemester 23/24 zu Gast an der Fakultät
Der Erziehungswissenschaftler, Bildungsphilosoph und Sozialpädagoge Stefano Oliverio (Neapel) wird virtuell das englischsprachige Seminar “Inclusion and sustainability: catchwords or educational ideals? A philosophical-educational perspective“ in den Studiengängen Kindheitspädagogik und Familienbildung, Soziale Arbeit sowie Pädagogik und Management in der Sozialen Arbeit anbieten.
Das Seminar (s.u.) kann auf das Zertifikat Genderkompetenz angerechnet werden.
Außerdem wird Stefano Oliverio seine bildungsphilosophischen und erziehungswissenschaftlichen Gedanken zu Digitalität im Kolloquium 4.0 des Projekts „Digitalisierung On-the-Fly zum Curriculum 4.0“ präsentieren und im Forum Inklusive Bildung zu Gast sein.
Stefano Oliverio is associate professor of Educational Theory and Social Pedagogy at the Department of Political Sciences of the University of Naples Federico II (ITALY). He holds a degree in philosophy and a PhD in Education. He publishes and teaches in the areas of philosophy of education, educational theory, American pragmatism, Philosophy for Children, and education for citizenship. From 2013 to 2017 he was vice-president of the International Council of Philosophical Inquiry with Children (ICPIC). Since 2018 he has been co-editor (with Gert Biesta) of the book series “Theorizing Education” and a member of the board of co-convenors of Network 13 (Philosophy of Education) within the European Educational Research Association.
Inclusion and sustainability: catchwords or educational ideals? A philosophical-educational perspective
In international documents, there constantly crop up the notions of inclusion and sustainability – mostly coupled in a sort of hendiadys – understood as major compasses to navigate the educational undertaking in view of an adequate engagement with the tasks of contemporary social scenarios.
In some respects, the appeal to inclusion and sustainability can be construed as a specification of the democratic ideal in education, by updating the latter in reference to new (and unprecedented) challenges. At the same time, one cannot pass over in silence the fact that, especially when appropriated as, so to speak, catchwords by the dominant neoliberal discourse, inclusion and sustainability may operate as factors of the instrumentalization of education and, thereby, may see their truly transformative educational potential defused.
In this seminar, the ideas of inclusion and sustainability will be interpreted through a philosophical-educational lens: on the one hand, while situating them within the tradition of the democratic ideal in education, there will be spotlighted also the misunderstandings which they may undergo as well as the possible shortcomings they may present; and, on the other, through a pragmatist move, the possibility of their reconstruction and recontextualization will be explored in order for them to act in favour of “creative democracy” as “a task ahead of us,” in Dewey’s memorable phrase.