BEGIN:VCALENDAR VERSION:2.0 PRODID:-//TYPO3/NONSGML Calendarize//EN BEGIN:VEVENT UID:calendarize-vortrag-prof-dr-kaete-meyer-drawe DTSTAMP:20150119T151754Z DTSTART:20150203T170000Z DTEND:20150203T190000Z SUMMARY:Lecture: Prof Dr Käte Meyer-Drawe DESCRIPTION:Lecture "Learning and education as experience. On the role of origin in subjectivation processes" by Prof. Dr Käte Meyer-Drawe as part of the series of lectures "Subjectivation as a 'negotiation' of boundaries .\nAbstract:"An experience is something from which one emerges changed"\, states Michel Foucault. It does not lead to the identity of a self\, but t o a tearing away from oneself\, almost a cancellation of selfhood. In this light\, it is not easy to think of education as an experience\, as it is primarily focussed on self-discovery and self-education. Despite the magic al formula of lifelong learning\, there is currently a tendency in educati onal discourse to value education more highly than learning. The planned e xplanations aim to take a stand against this dominant interpretation and d efend the thesis that education is not suitable for breaking through the " guilt context of privilege" (Adorno). It cannot compensate for the disadva ntages of social origin because it places the shaping of self\, other and world relations in the hands of a fundamentally sovereign subject and thus ignores its entanglements\, which unfold their captivating power underhan d. Learning\, on the other hand\, can very well fight against privileges. To do so\, however\, one would have to abandon the information-theoretical reduction that has become customary in order to endow education with a un ique consecration. Learning eludes the alternative of heteronomy and self- determination\, in which our humanistic understanding of education is root ed. Learning means submitting to conditions that were not created by the s elf\, but to which it nevertheless has its own answers. As will be shown\, learning therefore does not take the place of education and replace it. R ather\, both are given their own weight as acts of subjectivation.\n(Event poster) X-ALT-DESC;FMTTYPE=text/html:Lecture "\;Learning and education as expe rience. On the role of origin in subjectivation processes"\; by Prof. Dr Käte Meyer-Drawe as part of the series of lectures "\;Subjectivati on as a 'negotiation' of boundaries.\nAbstract:
"An experience is som ething from which one emerges changed"\, states Michel Foucault. It does n ot lead to the identity of a self\, but to a tearing away from oneself\, a lmost a cancellation of selfhood. In this light\, it is not easy to think of education as an experience\, as it is primarily focussed on self-discov ery and self-education. Despite the magical formula of lifelong learning\, there is currently a tendency in educational discourse to value education more highly than learning. The planned explanations aim to take a stand a gainst this dominant interpretation and defend the thesis that education i s not suitable for breaking through the "guilt context of privilege" (Ador no). It cannot compensate for the disadvantages of social origin because i t places the shaping of self\, other and world relations in the hands of a fundamentally sovereign subject and thus ignores its entanglements\, whic h unfold their captivating power underhand. Learning\, on the other hand\, can very well fight against privileges. To do so\, however\, one would ha ve to abandon the information-theoretical reduction that has become custom ary in order to endow education with a unique consecration. Learning elude s the alternative of heteronomy and self-determination\, in which our huma nistic understanding of education is rooted. Learning means submitting to conditions that were not created by the self\, but to which it nevertheles s has its own answers. As will be shown\, learning therefore does not take the place of education and replace it. Rather\, both are given their own weight as acts of subjectivation.\n(Event poster) LOCATION: END:VEVENT END:VCALENDAR