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School formaties. Een pedagogische studie naar de vormen en finaliteiten van de school in België en de DR Congo

Year: 2025
Type: dissertation
Abstract: Amid the many discussions about the future of the school, its desired functioning, or its ideal outcomes and outputs, only few discussions approach these issues from that simple, but far-reaching pedagogical starting point: that the school, as the materialization of skholè (free time), gives an artificially created form to the pedagogical assumption that human beings have no predetermined destiny and that young people should therefore be provided with a free time and space so that they themselves can start to give a form to their own lives. By remaining attached to this foundational pedagogical starting point, this school study aims to pedagogically inquire the forms and finalities of the school in Belgium and the DR Congo as to be able to attend to schools and the kind of education they provide with a pedagogical vocabulary. Consequently, the aims of this dissertation are threefold. The first part of this dissertation (on School Inquiries), first of all, aims not only to contribute to the (theoretical) development of an empirical and inquisitive attachment to the school form, but it also aims to introduce how this attachment was continuously enacted in the fieldwork and the writing of this school study, and it will attend to the disciplined and disciplining (fieldwork/writing) techniques of attachment that were employed during this study as to be able to attend to the school, not by maintaining a certain (external) 'perspective' onto the school, but by staying with the distinctions that matter for the school form itself. The aim of the second part of this dissertation (on School Forms) is to attend to how the pedagogical form of the school (as the materialization of a free(d) time) is itself composed of more elementary pedagogical school forms that equip worlds with new shapes so that students can start to relate to these worlds in the classroom. More specifically, this second part will comment on the transcripts of recorded classroom situations in order to attend to how school forms of speaking and writing (as elementary pedagogical building blocks) continuously rebalance the pedagogical statement of 'this is that' in the classroom. These enacted school forms of speaking and writing at once disclose new worlds to students, while equally creating an enclosing envelope around the classroom as to constitute a scholastic, life-giving atmosphere that makes worlds speak to students. The third and final part of this study (on School Finalities) will explore the formative forces of the school by attending to how students themselves express a relation to these forces in a handwritten letter to a student-colleague from another country. These letters are eventually presented in a newly created and 'stitched together' Belgo-Congolese rhapsody that on the one hand allows us to comment on the articulations students used to describe their time in the school (what is the school about?), while it on the other hand also enables us to closely examine how students in their letters came to express a relation their time after the school (what has the school enabled you to do that you could not do before?).
Author: Dejans, Rembert
Language: English
Subfield: Philosophy
Open Access status: green
OpenAlex ID: W7112174550
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