...James Martel In “Critique of Violence,” Benjamin writes that the “educative power, which in its perfected form stands outside the law, is one of [divine violence’s] manifestations.” To recognize the connection Benjamin makes between a messianic power and acts of pedagogy allows us to revisit...

... institutions with officially sponsored projections of “soft power” through the so-called Confucius Institutes. The financial gain from the “education industry” has become attractive to states such as the United States, the UK, Canada, et cetera, as well as to universities. On the other hand...

..., and so the best teacher. Teaching also becomes meaningful in a new way when the hope behind Kant’s statement has faded, the hope that education will be the new higher power, the guarantee of providence through release of 10 boundary 2 / November 2016 the bonds of subservience...

... and state interests away from the formation of critical humanists, removing key social values of judgment and self-formation from the ideals of humanistic education. Following the nudges of neoliberal administrations and inventing their own methods and positions congenial to the holders of power and wealth...

...Ruth Y. Y. Hung The production, consumption, and state control of Chinese TV serial drama can be seen as an instrument of power and profit maximization as well as a medium for mass education and homogenization in the form of popular culture. The serial drama Woju 蜗居 (Dwelling narrowness) (2009...

..., certain basic things are clear to us: education, when it happens in the spirit of youth, knows no isolated problem of personal power relations between teachers and pupils; rather, what gives the teacher value is his or her seriousness and youthful spirit. Theoretical discussion...

...- iar distinction between the mythic violence of the law and a counteract- ing “divine violence” before proceeding to foreground Benjamin’s less well-­ known identification of such divine violence with a form of education. Martel argues that the invocation of an “educative power” standing “outside...

...). The first is driven, in part, by an enlightened fear of the oppres- sive nature of older religious power and would promote culture through education as a secular counterforce capable of scattering these religious instincts. But it is also motivated by what Nietzsche pointedly calls the “dog- mas...

...” to mythic violence, Benjamin states that the former, the göttliche Gewalt, is “not only attested by religious tradition but is also found in present-­day life in at least one hallowed manifestation [geheil- igten Manifestation]” (249–50). This is the educative power or educative violence I spoke...

... is a scholar.4 In ‘‘Critique of Power’’ Benjamin writes, ‘‘what stands outside of the law as the educative power in its perfected form, is one of the forms of appearance of divine power 5 I happen to be a Europeanist, but I have no doubt at all that historically marked intuitions about the importance...

... (with) history in its own directions, according to its own plans. To educate for success, then, means to educate so that minds can Tseng 2000.2.10 10:23 4 boundary 2 / Spring 2000 bring to consciousness this powerful...

... and debated, institutions are main- tained that promote democratic notions of the collective good, and support is given to forms of civic education that provide the foundation for nurtur- ing and sustaining individual and collective agency. As the state is stripped of its power to mediate between capital...

... trying to bring up the topic in discussions of higher-educational policy tended to brand the speaker as reactionary or conservative before any actual arguments were 5983 b2 27:1 / sheet 104 of 237...

... the opportunity to engage in a contestatory dialogic encounter where something is at stake for them and for him, Spanos practices a pedagogy geared toward the activation and renewal of critical consciousness through an ethical practice of care. Throughout his work but particularly in his book The End of Education...

... moment till recently has always pri- oritized education over other sectors of social life, setting great store by its power to enlighten the Chinese, to transform them into creative agents of modernization. However, the anxiety for material affluence and the drive for modernity, which is today...

... as an objective criterion for all social and cultural reform. As a stand-in for a universalist world outlook, science has provided not only arguments for the necessity of the reforms advocates of a new culture hoped for but also objectives and paradigms for the reform. The power of science lies...

...,’ literally: ‘feeling into’] practices” (1999b: 205; 1977: 768). Only the asymmetric negation, that is, the “neutralization [Kalt- stellen, literally: chilling, setting cold] of the ‘moral personality’ of the leader unleashes vast energies for the true genius of education—namely, the power...

... research- 12. Fu Daiwie, Zhishi yu quanli de kungjian: dui wenhua, xueshu, jiaoyu de jijin fanxing (Space of knowledge and power: Critical reflections on culture, academia, and education) (Taipei: Gueiguan, 1990), 57–78...

...Frank Pasquale Though artificial intelligence (AI) in healthcare and education now accomplishes diverse tasks, there are two features that tend to unite the information processing behind efforts to substitute it for professionals in these fields: reductionism and functionalism. True believers...

... by different colonial powers (Britain, France, Italy, and Spain). Higher education developed quite slowly in these countries, and the principal universities in such places functioned and grew to serve colonial and reluctantly...