Abstract
This chapter examines the educational contributions of Vine Deloria Jr., with a specific focus on the interconnectedness of education, resentment, and indignation. This serves as a fundamental investigation, establishing a connection between the concept of the “university in ruins” and the contemporary educational landscape in the Western world. The chapter explores the dualistic nature of the philosophy of education, which involves both inward-focused philosophical introspection and outward-directed practical application. This study explores the concepts of Indigenous wisdom, with a particular focus on the importance of ethical engagement and transformative processes. The discourse is characterized by a pervasive emphasis on the theme of ongoing introspection and adaptation. In summary, this chapter underscores the lasting significance of Deloria's perspectives in fostering a comprehensive and transformative educational environment.
TopWhy Deloria
The question we must bear in mind is, equality or inequality in what sort of thing? This is a problem, and one for which we need political philosophy. Aristotle, Politics (1282 b 21, in Rancière, 1999, p. vii, emphasis ours)
TopSeeing The Point Of Connection
In this chapter, we embark on a journey to address a critical aspect of philosophy, one that has often been overlooked or inadequately represented in both its historical and contemporary forms. It arises from our belief that philosophy, particularly concerning human rights and education, deserves a self-image that truly captures its essence and significance. We have found that the conventional self-images inherited from the 20th century, including those rooted in Social Darwinism, naturalism, the linguistic turn, coloniality, culturalism, and Christianity, often fall short of providing a comprehensive and fulfilling perspective on philosophy as a discipline. Our exploration delves into various philosophical dimensions, expanding on the critiques of political philosophy and the neglect of analytical aspects Siraz Chowdhury et al., 2023). We also touch upon methodological considerations, albeit not in exhaustive detail. Instead, we have chosen to follow the threads of inclusion, universality, and humanity in our philosophical quest. We believe that this approach holds promise not only for the present but also for the future of philosophy, making it more approachable and less daunting.
Our motivation for this chapter stems from a recognition that contemporary philosophy often lacks a self-image that does justice to its vital role in understanding human rights and education. We find that even prominent alternative self-images have their limitations and tend to be incomplete. Through this chapter, we aim to offer a more comprehensive and robust self-image for philosophy, one that connects with cosmic totality and serves as a foundational element for pedagogy and education (Chowdhury et al., 2023). As we delve into the texts and explore various philosophical perspectives, we acknowledge the complexities and nuances of the field. We do not dismiss classic ethnographies outright but approach them with a cautious and discerning mindset. Likewise, while examining alternative self-images, we find that some are implausible or underdeveloped, particularly concerning virtue ethics. In essence, this chapter is an integral part of our overarching argument in this book. It represents our endeavor to present philosophy in a more fulfilling light, aligning it with its true essence and potential. The debate centers on the critical role of resentment and indignation in raising awareness and sparking social change, which is why the Research Community 'Philosophy and History of the Discipline of Education' was founded in 1999 (Smeyers & Depaepe, 2020), drawing on the insights of Paulo Freire and Frantz Fanon. Despite their differing perspectives, both thinkers agree on the importance of these emotions. According to Freire and Costa, indignation is a powerful energy capable of igniting collective, humane aspirations. It instills the urge to question existing standards, effectively changing institutions such as schools into agents of democracy and emancipation. Popular anger, according to Freire, serves as a catalyst for political action, allowing citizens to oppose oppression while emphasizing self-reflection and critical study of cultural norms. This discussion is supplemented by Fanon and Freire's perspectives on resentment. Instead of leading to self-blame, resentment can be used as a potent political instrument. It calls into question oppressive situations, the cycle of suffering, and the desire to imitate the oppressor. The combination of resentment and indignation promotes outbursts of rage and dissatisfaction over the unequal distribution of resources and advantages, pushing a shift away from immobilizing resignation. This combination also exposes and debunks the myths that perpetuate inequities. The article emphasizes the significance of social movements focused on inclusive collective projects to accomplish substantial change and transcend fragmented fights. Popular outrage and indignation constitute a serious challenge to the neoliberal discourse, which aims to aestheticize political behaviors while suppressing alternative alternatives. Let us introduce these innovative ideas:
Key Terms in this Chapter
Ethical Participation: Participating ethically entails carrying out actions, making decisions, or interacting with people in a way that is consistent with moral standards and values. In the context of education, it means maintaining moral principles and standards while actively working to improve society and the educational system.
Education Resentment: This term, ‘Education Resentment’ describes the unfavorable attitudes, annoyances, or complaints that people or groups may hold because of their experiences in the educational system. This could include sentiments of discrimination, exclusion, or discontent with the organization or delivery of education.
Indigenous Wisdom: The customs, beliefs, and knowledge of Indigenous peoples and cultures are referred to as indigenous wisdom. It includes a comprehensive understanding of societal relations, the environment, and spirituality that is frequently transmitted through lived experiences and oral traditions.
University Ruins: According to LaCapra (1998) , the term “university ruins” is a metaphor that represents a pessimistic viewpoint about contemporary higher education. It represents a belief that traditional university systems are falling short of their original goals and objectives, frequently because of problems like institutional bureaucracy, commercialization, or disconnection from critical thinking and meaningful learning.