G. W. F. Hegel’s Elements of Philosophy of Right analogizes the unfolding of a people’s political... more G. W. F. Hegel’s Elements of Philosophy of Right analogizes the unfolding of a people’s political self-consciousness to the unfolding of an education. Yet Hegel is somewhat unsystematic in accounting for how the process of political education unfolds in its differentiated moments. This paper pieces together a more systematic account of political education from Hegel’s scattered remarks on the subject in Philosophy of Right. I argue that, once we understand how political education fits into the holistic picture of Hegel’s Rechtsphilosophie, we see that it exercises both a fortifying and a threatening influence on the state: fortifying the state insofar as it habituates individuality to universality in the form of ethical dispositions such as patriotism, threatening the state insofar as it represents a destabilizing tendency toward democratic judgment in the emergence of public opinion. I conclude by raising the possibility that political education poses an entropic, “democratic” thre...
In this reply to the special issue 'Animals in Education', Kelly Swope raises two challen... more In this reply to the special issue 'Animals in Education', Kelly Swope raises two challenges to the consensus that ‘speciesism’ is the problem for which ‘anti-speciesist education’ is the solution. The first, which Swope calls the indoctrination challenge, comes out of his engagement with Kai Horsthemke’s article, in which the author defends the meaningfulness – and by extension, the pedagogical potency – of the term speciesism against several objections. The second, which Swope calls the alienation challenge, addresses a moment in Reingard Spannring’s article in which the author attempts an analogical argument that reveals the difficulty of grounding ‘critical animal pedagogy’ in a critique of speciesism. After offering these challenges, Swope concludes that organized educational interventions aimed at moving human-animal relations in a liberatory direction should shift their focus from undoing speciesism to studying how our world as currently structured prevents both human...
This evaluation reviewed the Big Brothers Big Sisters of Central Ohio (BBBSCO) Project Mentor pro... more This evaluation reviewed the Big Brothers Big Sisters of Central Ohio (BBBSCO) Project Mentor program, specifically the program’s incorporation of AmeriCorps members as Project Coordinators during the 2011-2012 and 2012-2013 school years. The evaluation was focused on answering the following questions: Did the AmeriCorps members serve the target audience identified in the original grant application? If not, why not? Were the AmeriCorps members utilized in the manner described in the original grant application? If not, how did the utilization of the members change from the original plan? Did these changes have a positive or negative impact on the program? What problems were encountered in implementing the program? How were these problems resolved? Were all planned activities implemented? Were they accomplished on schedule? What costs were incurred? Did they exceed initial projections? How did the AmeriCorps members impact the Project Mentor program? What lessons/best practices have b...
G. W. F. Hegel’s Elements of Philosophy of Right analogizes the unfolding of a people’s political... more G. W. F. Hegel’s Elements of Philosophy of Right analogizes the unfolding of a people’s political self-consciousness to the unfolding of an education. Yet Hegel is somewhat unsystematic in accounting for how the process of political education unfolds in its differentiated moments. This paper pieces together a more systematic account of political education from Hegel’s scattered remarks on the subject in Philosophy of Right. I argue that, once we understand how political education fits into the holistic picture of Hegel’s Rechtsphilosophie, we see that it exercises both a fortifying and a threatening influence on the state: fortifying the state insofar as it habituates individuality to universality in the form of ethical dispositions such as patriotism, threatening the state insofar as it represents a destabilizing tendency toward democratic judgment in the emergence of public opinion. I conclude by raising the possibility that political education poses an entropic, “democratic” threat to the modern state.
G. W. F. Hegel’s Elements of Philosophy of Right analogizes the unfolding of a people’s political... more G. W. F. Hegel’s Elements of Philosophy of Right analogizes the unfolding of a people’s political self-consciousness to the unfolding of an education. Yet Hegel is somewhat unsystematic in accounting for how the process of political education unfolds in its differentiated moments. This paper pieces together a more systematic account of political education from Hegel’s scattered remarks on the subject in Philosophy of Right. I argue that, once we understand how political education fits into the holistic picture of Hegel’s Rechtsphilosophie, we see that it exercises both a fortifying and a threatening influence on the state: fortifying the state insofar as it habituates individuality to universality in the form of ethical dispositions such as patriotism, threatening the state insofar as it represents a destabilizing tendency toward democratic judgment in the emergence of public opinion. I conclude by raising the possibility that political education poses an entropic, “democratic” thre...
In this reply to the special issue 'Animals in Education', Kelly Swope raises two challen... more In this reply to the special issue 'Animals in Education', Kelly Swope raises two challenges to the consensus that ‘speciesism’ is the problem for which ‘anti-speciesist education’ is the solution. The first, which Swope calls the indoctrination challenge, comes out of his engagement with Kai Horsthemke’s article, in which the author defends the meaningfulness – and by extension, the pedagogical potency – of the term speciesism against several objections. The second, which Swope calls the alienation challenge, addresses a moment in Reingard Spannring’s article in which the author attempts an analogical argument that reveals the difficulty of grounding ‘critical animal pedagogy’ in a critique of speciesism. After offering these challenges, Swope concludes that organized educational interventions aimed at moving human-animal relations in a liberatory direction should shift their focus from undoing speciesism to studying how our world as currently structured prevents both human...
This evaluation reviewed the Big Brothers Big Sisters of Central Ohio (BBBSCO) Project Mentor pro... more This evaluation reviewed the Big Brothers Big Sisters of Central Ohio (BBBSCO) Project Mentor program, specifically the program’s incorporation of AmeriCorps members as Project Coordinators during the 2011-2012 and 2012-2013 school years. The evaluation was focused on answering the following questions: Did the AmeriCorps members serve the target audience identified in the original grant application? If not, why not? Were the AmeriCorps members utilized in the manner described in the original grant application? If not, how did the utilization of the members change from the original plan? Did these changes have a positive or negative impact on the program? What problems were encountered in implementing the program? How were these problems resolved? Were all planned activities implemented? Were they accomplished on schedule? What costs were incurred? Did they exceed initial projections? How did the AmeriCorps members impact the Project Mentor program? What lessons/best practices have b...
G. W. F. Hegel’s Elements of Philosophy of Right analogizes the unfolding of a people’s political... more G. W. F. Hegel’s Elements of Philosophy of Right analogizes the unfolding of a people’s political self-consciousness to the unfolding of an education. Yet Hegel is somewhat unsystematic in accounting for how the process of political education unfolds in its differentiated moments. This paper pieces together a more systematic account of political education from Hegel’s scattered remarks on the subject in Philosophy of Right. I argue that, once we understand how political education fits into the holistic picture of Hegel’s Rechtsphilosophie, we see that it exercises both a fortifying and a threatening influence on the state: fortifying the state insofar as it habituates individuality to universality in the form of ethical dispositions such as patriotism, threatening the state insofar as it represents a destabilizing tendency toward democratic judgment in the emergence of public opinion. I conclude by raising the possibility that political education poses an entropic, “democratic” threat to the modern state.
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