The meaning of education after Abu Ghraib: revisiting Adorno’s politics of education

Detalhes bibliográficos
Autor(a) principal: Giroux, Henry A.
Data de Publicação: 2010
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos de Sociologia
Texto Completo: https://periodicos.fclar.unesp.br/estudos/article/view/2557
Resumo: How might education be used to question the common sense of the war on terrorism or to rouse citizens to challenge the social, political, and cultural conditions that led to the horrible events of Abu Ghraib? Just as crucially, we must ponder the limits of education. Is there a point where extreme conditions shortcircuit our moral instincts and ability to think and act rationally? If this is the case, what responsibility do we have to challenge the reckless violence-as-fi rst-resort ethos of the Bush administration? Such questions extend beyond the events of Abu Ghraib, but, at the same time, Abu Ghraib provides an opportunity to connect the sadistic treatment of Iraqi prisoners to the task of redefi ning pedagogy as an ethical practice, the sites in which pedagogy takes place, and the consequences of pedagogy to rethinking the meaning of politics in the twenty-fi rst century. In order to confront the pedagogical and political challenges arising from the reality of Abu Ghraib, I want to revisit a classic essay by Theodor Adorno in which he tries to grapple with the relationship between education and morality in light of the horrors of Auschwitz.
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spelling The meaning of education after Abu Ghraib: revisiting Adorno’s politics of educationO que pode significar a educação após Abu Ghraib: revisitando a política de educação de AdornoEducationAdornoAuschwitzAbu GhraibEducaçãoAdornoAuschwitzAbu GhraibHow might education be used to question the common sense of the war on terrorism or to rouse citizens to challenge the social, political, and cultural conditions that led to the horrible events of Abu Ghraib? Just as crucially, we must ponder the limits of education. Is there a point where extreme conditions shortcircuit our moral instincts and ability to think and act rationally? If this is the case, what responsibility do we have to challenge the reckless violence-as-fi rst-resort ethos of the Bush administration? Such questions extend beyond the events of Abu Ghraib, but, at the same time, Abu Ghraib provides an opportunity to connect the sadistic treatment of Iraqi prisoners to the task of redefi ning pedagogy as an ethical practice, the sites in which pedagogy takes place, and the consequences of pedagogy to rethinking the meaning of politics in the twenty-fi rst century. In order to confront the pedagogical and political challenges arising from the reality of Abu Ghraib, I want to revisit a classic essay by Theodor Adorno in which he tries to grapple with the relationship between education and morality in light of the horrors of Auschwitz.Como pode a educação ser usada para questionar o senso comum da guerra ao terrorismo ou para insuflar os cidadãos a desafi ar as condições sociais, políticas e culturais que conduziram aos eventos horríveis de abusos contra prisioneiros iraquianos na prisão americana de Abu Ghraib? Só assim, de modo crucial, podemos ponderar os limites da educação. Até que ponto as condições extremas causam curto-circuito em nossos instintos morais e em nossa capacidade de pensar e agir racionalmente? Se for esse o caso, qual nossa responsabilidade em desafi ar o etos imprudente da “violência como primeiro recurso” da administração de Bush? Tais questões estendem-se além dos eventos de Abu Ghraib, mas, ao mesmo tempo, Abu Ghraib fornece uma oportunidade para relacionar o tratamento sádico aos prisioneiros iraquianos à tarefa de redefi nir a pedagogia como uma prática ética, às situações nas quais a pedagogia acontece e às consequências da pedagogia para repensar o significado da política no século XXI. A fim de confrontar os desafios pedagógicos e políticos originados pela realidade de Abu Ghraib, quero revisitar um ensaio clássico de Theodor Adorno, no qual ele tenta abordar a relação entre a educação e a moralidade à luz dos horrores de Auschwitz.FCL-UNESP Laboratório Editorial2010-05-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.fclar.unesp.br/estudos/article/view/2557Estudos de Sociologia; v. 15 n. 28 (2010): Dossiê: A educação e os processos sociais de organização das desigualdades1982-47181414-0144reponame:Estudos de Sociologiainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://periodicos.fclar.unesp.br/estudos/article/view/2557/2177Copyright (c) 2010 Estudos de Sociologiainfo:eu-repo/semantics/openAccessGiroux, Henry A.2021-05-12T13:46:49Zoai:ojs.pkp.sfu.ca:article/2557Revistahttp://seer.fclar.unesp.br/estudosPUBhttp://seer.fclar.unesp.br/estudos/oaistraud.fclar@unesp.br||estudosdesociologia@fclar.unesp.br||maria.jardim@unesp.br1982-47181414-0144opendoar:2021-05-12T13:46:49Estudos de Sociologia - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv The meaning of education after Abu Ghraib: revisiting Adorno’s politics of education
O que pode significar a educação após Abu Ghraib: revisitando a política de educação de Adorno
title The meaning of education after Abu Ghraib: revisiting Adorno’s politics of education
spellingShingle The meaning of education after Abu Ghraib: revisiting Adorno’s politics of education
Giroux, Henry A.
Education
Adorno
Auschwitz
Abu Ghraib
Educação
Adorno
Auschwitz
Abu Ghraib
title_short The meaning of education after Abu Ghraib: revisiting Adorno’s politics of education
title_full The meaning of education after Abu Ghraib: revisiting Adorno’s politics of education
title_fullStr The meaning of education after Abu Ghraib: revisiting Adorno’s politics of education
title_full_unstemmed The meaning of education after Abu Ghraib: revisiting Adorno’s politics of education
title_sort The meaning of education after Abu Ghraib: revisiting Adorno’s politics of education
author Giroux, Henry A.
author_facet Giroux, Henry A.
author_role author
dc.contributor.author.fl_str_mv Giroux, Henry A.
dc.subject.por.fl_str_mv Education
Adorno
Auschwitz
Abu Ghraib
Educação
Adorno
Auschwitz
Abu Ghraib
topic Education
Adorno
Auschwitz
Abu Ghraib
Educação
Adorno
Auschwitz
Abu Ghraib
description How might education be used to question the common sense of the war on terrorism or to rouse citizens to challenge the social, political, and cultural conditions that led to the horrible events of Abu Ghraib? Just as crucially, we must ponder the limits of education. Is there a point where extreme conditions shortcircuit our moral instincts and ability to think and act rationally? If this is the case, what responsibility do we have to challenge the reckless violence-as-fi rst-resort ethos of the Bush administration? Such questions extend beyond the events of Abu Ghraib, but, at the same time, Abu Ghraib provides an opportunity to connect the sadistic treatment of Iraqi prisoners to the task of redefi ning pedagogy as an ethical practice, the sites in which pedagogy takes place, and the consequences of pedagogy to rethinking the meaning of politics in the twenty-fi rst century. In order to confront the pedagogical and political challenges arising from the reality of Abu Ghraib, I want to revisit a classic essay by Theodor Adorno in which he tries to grapple with the relationship between education and morality in light of the horrors of Auschwitz.
publishDate 2010
dc.date.none.fl_str_mv 2010-05-06
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.fclar.unesp.br/estudos/article/view/2557
url https://periodicos.fclar.unesp.br/estudos/article/view/2557
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.fclar.unesp.br/estudos/article/view/2557/2177
dc.rights.driver.fl_str_mv Copyright (c) 2010 Estudos de Sociologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2010 Estudos de Sociologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv FCL-UNESP Laboratório Editorial
publisher.none.fl_str_mv FCL-UNESP Laboratório Editorial
dc.source.none.fl_str_mv Estudos de Sociologia; v. 15 n. 28 (2010): Dossiê: A educação e os processos sociais de organização das desigualdades
1982-4718
1414-0144
reponame:Estudos de Sociologia
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Estudos de Sociologia
collection Estudos de Sociologia
repository.name.fl_str_mv Estudos de Sociologia - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv straud.fclar@unesp.br||estudosdesociologia@fclar.unesp.br||maria.jardim@unesp.br
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