Benign Violence: Education in and beyond the Age of Reason by Ansgar Allen

By Ansgar Allen

Education is a violent act, but this violence is hid by way of its solid reason. schooling offers itself as a notably bettering, permitting perform. Even its so much radical critics suppose that schooling is, at middle, an incontestable social good.

Setting schooling in its political context, this ebook, now in paperback, bargains a background of fine intentions, starting from the delivery of contemporary education and sleek exam, to the increase (and fall) of meritocracy. In demanding all that's well-intentioned in schooling, it unearths how our instructional commitments are continually underwritten by means of violence. Our maximum beliefs have the bottom origins.

Seeking to unsettle a settled sense of right and wrong, Benign Violence: schooling in and past the Age of cause is designed to disturb the reader. schooling constitutes us as topics; we owe our life to its violent inscriptions. those that refuse or insurgent opposed to our academic current needs to commence via objecting to the topics we've become.

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At the end of each bench is a standard (a kind of notice board). Here class marks are displayed, forming a conceptual grid that defines the class and each individual within it. There are smaller boards called ‘telegraphs’ that turn freely on a rod, the lower end of which is fixed into the top of the standard just referred to. Inscribed on one side is the number of the class, on the other the letters E. X. By displaying these letters, class monitors inform the General Monitor when they have examined the slates.

Their inner self arrives as a constructed and constraining illusion. Bodies 21 Educated Bodies Critics of modern examination are often its most deceptive representatives. They falsely depict examination as a mechanistic and lowly tool. As a blunt instrument, examination is said to trample over human life and prevent human flourishing. If we fail to resist its onslaught, examination will overcome every aspect of education with its reductive logic. Their retrospective accounts tell the story of examination as if it were a history of repressions.

If modern examinations were to be the new gatekeepers, they might allow intellectually proficient, though morally deficient, inappropriate types into positions of influence. In correspondence with her Chancellor, the future Empress of India, Queen Victoria, gave vent to her fears: The Queen, although not without considerable misgivings, sanctions the proposed plan, trusting that Mr Gladstone will do what he can, in the arrangements of the details of it, to guard against the dangers ... A check, for instance, would be necessary upon the admission of candidates [ ...

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