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Joris Vlieghe

Dr Joris Vlieghe

LECTURER IN EDUCATION STUDIES
Education Studies
0151 291 3635
Education
vlieghj@hope.ac.uk

Education / Academic qualification

PhD Educational Sciences, University of Leuven (Belgium)

MA Philosophy, University of Leuven (Belgium)

BA Art History, University of Leuven (Belgium)

PGCE, University of Leuven (Belgium)

Professional Qualifications

FHEA

Biography

Before working at Hope, I have been a secondary school teacher for five years. After that, I obtained a PhD at the University of Leuven (Belgium), where I worked for more than four years as a post-doctoral researcher. I also worked as a teaching fellow and lecturer at Edinburgh University. Currently I am a lecturer in philosophy of education at the department of education studies. I teach both at undergraduate and graduate level (as well as on the EdD programme).

I am secretary of the PESGB North-West Branch, which is based at Hope Uni: http://www.philosophy-of-education.org/about/north-west-branch.html

Research

My area of specialization is educational philosophy and theory

Lines of thought that inspire me: phenomenology (Husserl, Heidegger, Merleau-Ponty, Plessner, Straus, Bollnow, Flusser), post-structuralism (Foucault, Butler, Lingis, Stiegler), as well as post-marxist and eclectic tendencies (Agamben, Rancière, Cavell).

Current research topics:

(1) Making school in an age of digital technologies

My basic idea is that educational technologies don’t play a merely instrumental role in defining the possibilities and limitations of teaching and learning. Rather, these technologies determine what it means to educate and to become an educated person. In particular, I concentrate on the transition from book-based to screen-based education, and to shifts in literacy, attention, and experiences of community that are involved.

(2) The educational value of repetition in school practices

I challenge the prevailing view that exercising and practicing only play an instrumental role in education. I do this by considering them as heavily embodied and communal practices and as pedagogical forms in their own right. I particularly focus on physical education and literacy initiation.

(3) The educational meaning of images

I investigate the role which images (abstract painting, moving images, and representations of the body) play in educational encounters, and explore the idea that images may be regarded as possessing educational (transformative) qualities themselves.

(4) Postcritical philosophy of education

This is a collective project in which we advocate a fundamental shift in thinking and speaking about education. Over and against judgmental and relativist approaches we develop a fully affirmative account of education for education’s sake, predicated upon an attitude of love for the world. With Piotr Zamojski and Naomi Hodgson (Liverpool Hope), we have written a Manifesto for a Postcritical Pedagogy (to be published by Punctum Press later this year). 

(5) Leonard Bernstein as educator. Towards an ontology of teaching

As a concrete ‘case’ of this postcritical and affirmative take on education, this project deals with the writings and television performances of this great composer and conductor. It focuses on his gestures and his performance, as a way into developing an ontology of teaching.  

Publications

ARTICLES IN PEER REVIEWED JOURNALS

a. Vlieghe, J. & Zamojski, P. (2017). The event, the messianic and the affirmation of life: A post-critical perspective on education with Agamben and Badiou. Policy Futures in Education (Accepted with minor changes)

b. Vlieghe, J. & Lewis, T. (2017). Temporality, pleasure and the angelic in teaching. Towards a pictorial-ontological turn in education. Journal of Aesthetic Education 51 (1), 59-81.

c. Vlieghe, J. (2016) Edukacja w warunkach szkolnych. Ku pedagogice skupionej na rzeczy. Studia i Badania Naukowe. Pedagogika 10 (1), 15-33.

d. Vlieghe, J. (2016). The Educational Meaning of Tiredness. Buytendijk and Agamben on the experience of (im)potentiality. Ethics and Education 11 (3), 359-371.

e. Vlieghe, J. (2016). Potentialism in Education. Ethics and Education 11 (3), 338-339.

f. Vlieghe, J. (2016). Rethinking emancipation with Freire and Rancière. A plea for a thing-centered pedagogy. Educational Philosophy and Theory. On Line First Article: http://www.tandfonline.com/doi/full/10.1080/00131857.2016.1200002 

g. Schildermans, H. & Vlieghe, J. (2016). Biopolitics and boredom in the waiting room. An Agambenian analysis of early-childhood education. Critical Studies in Education. On Line First Article. http://dx.doi.org/10.1080/17508487.2016.1197841 .

h. Vlieghe, J. (2016). Teaching bodies to read and write. A technosomatic perspective. Educational Theory 66 (4), 441-455.

i. Fulford, A., Hodgson, N., Kouppanou, A. & Vlieghe, J. (2016). Technologies of Reading and Writing: Transformation and Subjectivation in Digital Times. Educational Theory 66 (4), 435-440.

j. Vlieghe, J. (2016). Education, digitization and literacy training. A historical and cross-cultural perspective. Educational Philosophy and Theory 48 (6), 549-562.

k. Vlieghe, J. (2015). Traditional and digital literacy. The literacy hypothesis, technologies of reading and writing, and the ‘grammatized’ body. Ethics and Education 10 (2), 209-226. 

l. Vlieghe, J. (2015). A technosomatic account of education in digital times. Neil Postman's views on literacy and the screen revisited. Studies in Philosophy and Education 35 (2), 163-179.

m. Vlieghe, J. (2015). ICT literacy: a technical or a non-technical issue?  Foundations of Science. On Line First Article. DOI: 10.1007/s10699-015-9458-3 

n. Vlieghe, J. (2015). In dangerous waters. On Education, language and freedom. Philosophy of Education Yearbook. (In Press)

o. Vlieghe, J. (2014). Laughter as immanent life-affirmation. Reconsidering the educational value of laughter through a Bakthinian lense. Educational Philosophy and Theory  46 (2), 148-161.

p. Vlieghe, J. (2014). Corporeality, equality and education. A biopedagogical perspective. Review of Education, Pedagogy and Cultural Studies 36 (4), 320 - 339.

q. Vlieghe, J. (2014). On the other side of meaning. Merleau-Ponty and Agamben on the body and education. Teoría de la Educación. Revista Interuniversitaria 26 (1), 21-39.

r. Vlieghe, J. (2014). Foucault, Butler and corporeal experience. Taking social critique beyond phenomenology and judgment. Philosophy & Social Criticism 40 (10), 1019-35.

s. Vlieghe, J., Ramaekers, S. (2014). The show of childhood. Agamben and Cavell on education and transformation. Philosophy of Education Yearbook. (In Press)

t. Ramaekers, S., Vlieghe, J. (2014) Infants, childhood and language in Agamben and Cavell: Education as transformation. Ethics and Education 9 (3), 292-304.

u. Vlieghe, J. (2014). Education in an age of digital technologies. Flusser, Stiegler and Agamben on the idea of the posthistorical. Philosophy and Technology, 27 (4), 519-537

v. Vlieghe, J. (2013). Beyond Biopolitics. A biopedagogical perspective on corporeal experience. Interconnect. 44  (3/4), 257-273.

w. Vlieghe, J. (2013). Experiencing (im)potentiality. Bollnow and Agamben on the educational meaning of school practices. Studies in Philosophy and Education, 32 (2), 189-203.

x. Vlieghe, J. (2013). Physical Education as ‘means without ends’. Towards a new concept of physical education. Educational Philosophy and Theory, 45 (9), 934-948.

y. Vlieghe, J. (2013). Alphabetisation as Emancipatory Practice. Freire, Rancière and Critical Pedagogy. Philosophy of Education Yearbook 2013, 185-193.

z. Vlieghe, J. (2012). Physical education beyond sportification and biopolitics. An untimely defense of Swedish gymnastics. Sport, Education and Society, 18 (3), 277-291.

aa. Vlieghe, J., Masschelein, J. & Simons, M. (2012). Being entirely flesh. A new approach to the educational significance of the body. Zeitschrift für Pädagogik 58, (3), 371-388.

bb. Vlieghe, J. (2011). Suspending judgment altogether. Butler, limit experience and critical education. Philosophy of Education Yearbook, 65-67.

cc. Storme, T. & Vlieghe, J. (2011). The Experience of Childhood and the Learning Society: Allowing the Child to be Philosophical and Philosophy to be Childish. Journal of Philosophy of Education, 45 (2), 183-198.

dd. Vlieghe, J. (2011). Education, corporeality and the evolution towards digital learning. A "Stieglerian" Perspective. Teoría de la Educación. Revista Interuniversitaria, 23 (2), 129-150.

ee. Vlieghe, J. (2010). Judith Butler and the Public Dimension of the Body: Education, Critique and Corporeal Vulnerability. Journal of Philosophy of Education, 44 (1), 153-170.

ff. Vlieghe, J., Simons & M., Masschelein, J. (2010). The educational meaning of communal laughter. On the experience of corporeal democracy. Educational Theory, 60 (6), 719-734.

gg. Vlieghe, J., Simons, M. & Masschelein, J. (2009). The Democracy of the Flesh: Laughter as an Educational and Public Event. Philosophy of Education Yearbook, 204-212.


BOOKS AND EDITED VOLUMES

a. Hodgson, N., Vlieghe, J. & Zamojski, P. (2017, in preparation). Manifesto for a postcritical pedagogy. New York: Punctum Press. 

b. Vansieleghem, N., Vlieghe, J. & Verstraete, P. (Eds.) (2015). After-School. Images, Education and Research. Leuven: Leuven University Press.

c. Simons, M., Vlieghe, J., Decuypere, M. & Masschelein, J. (Eds.) (2011). Curating the European University. Exposition and Public Debate. Leuven: Universitaire pers.

d. Ramaekers, S., Storme, T., Verstraete, P., Vlieghe, J. (Eds.) (2010). De publieke betekenis van pedagogisch denken en handelen. Bijdragen aan de Veertiende Landelijke Pedagogendag. Amsterdam: SWP.

e. Vlieghe, J., Masschelein, J. (sup.) & Simons, M. (sup.) (2010). Democracy of the flesh. A research into the public meaning of education from the standpoint of human embodiment. Unpublished doctoral dissertation.


CHAPTERS IN BOOKS

a. Vlieghe, J. (In preparation). Education and the body. In Smeyers, P. (Ed.). International Handbook of Philosophy of Education. Dordrecht: Springer.

b. Vlieghe, J. (In preparation). Bernard Stiegler and the future of education in a digitized world. In Smeyers, P. (Ed.). International Handbook of Philosophy of Education. Dordrecht: Springer.

c. Vlieghe, J. (In preparation). The phenomenology of social and digital media. In Peters, M. (Ed.). Encyclopaedia of Educational Philosophy and Theory. Dordrecht: Springer.

d. Vlieghe, J. (In preparation). Founding, finding, and the materiality of language: Cavell and Agamben on the (im)possibility to speak. In Saito, N. & Standish, P. (Eds.) “The truth is translated": Cavell, pragmatism, and philosophy as translation. Fordham University Press. 

e. Vlieghe, J. (2017, In Press). Practising as a fundamentally educational category. Rethinking school practices with and against Bollnow. In Brinkman, M., Severin, S., Fabian, M. (Eds.),  Pädagogik – Phänomenologie; Phänomenologie – Pädagogik. Wiesbaden: Verlag Springer.

f. Vlieghe, J. (2017). Lichamelijkheid in opvoeden en onderwijzen. In Smeyers, P., Ramaekers, S., van Goor, R.& Vanobbergen, B. (Ed.), Inleiding in de Pedagogiek Deel I. Amsterdam: Boom

g. Vlieghe, J. (2016). The educational relevance of practicing. In Fulford, A., Hodgson, N. (Eds.) Philosophy and Theory in Educational Research: Writing in the Margin (pp. 57-64). Oxford: Routledge.

h. Vlieghe, J. (2015). How learning to read and write shapes humanity. A technosomatic perspective on digitization. In Scalambrino. F. (Ed.). Social Epistemology & Technology (pp. 127-136). Lanham: Rowan and Littlefield.

i. Vlieghe, J. (2015). The idea of pornography. Rethinking the educational value of pornographic images with Baudrillard and Agamben. In Vansieleghem, N., Vlieghe, J. & Verstraete, P.  (Eds.) After-School. Images, Education and Research (pp. 79-91). Leuven: Leuven University Press.

j. Vlieghe, J., Vansieleghem, N., Verstraete, P. (2015). Images after school. An Introduction. In Vansieleghem, N., Vlieghe, J. & Verstraete, P.  (Eds.). After-School. Images, Education and Research (pp. 9-18). Leuven: Leuven University Press.

k. Vlieghe, J. (2015). A poietic force that belongs to no one. Reflections on art and education from an Agambenian perspective. In Laverty, M. & Lewis, T. (Eds.) Art's Teachings, Teaching's Art (pp. 33-48). Springer: Dordrecht. 

l. Vlieghe, J. & Decuypere, M. (2013). On incompetency and care for the self as conditions for educational laboratories. In Reid, A., Hart, P. & Peters, M. (Eds.) Companion to Research in Education (pp. 97-101). Dordrecht: Springer.

m. Vlieghe, J. (2012). Education and the body in an age of digital technologies. A “Stieglerlian” perspective. In Bergstedt, B. & Kraus, A. (Eds.) Initiating Learning (pp. 73-95). Münster: Waxmann. 

n. Storme, T. & Vlieghe, J. (2012). The Experience of Childhood: Allowing the Child to be Philosophical and Philosophy to be Childish. In: Vansieleghem N., Kennedy D. (Eds.), Philosophy for Children in Transition. Problems and Prospects (pp. 13-29). Oxford:. Wiley-Blackwell.

o. Vlieghe, J. (2011). Pleidooi voor een ‘biopedagogie’ voorbij segregatie en integratie. In Bijdragen aan de Vijftiende Landelijke Pedagogendag  (pp. 85-95). Amsterdam: SWP.

p. Simons, M., Vlieghe, J., Decuypere, M. & Masschelein, J. (2011). Curating the European University. On experiments, roundtables and containers. In: Simons, M., Decuypere, M., Vlieghe, J. & Masschelein, J. (Eds.) Curating the European University. Exposition and Public Debate (pp. 9-16). Leuven: Universitaire pers.

q. Vlieghe, J. (2010). Demokratie und die Erziehung des Leibes. Zur pädagogischen Relevanz von Gymnastik. In: Hackl, B. & Egger, R. (Eds.) Sinnliche Bildung ? Pädagogische Prozesse zwischen vorprädikativer Situierung und reflexivem Anspruch (pp. 71-84). Wiesbaden: Verlag für Sozialwissenschaften.

r. Ramaekers, S., Storme, T., Verstraete, P. & Vlieghe, J. (2010). Inleiden/Uitleiden. Kanttekeningen van een beperkt publiek. In: De publieke betekenis van pedagogisch denken en handelen. Bijdragen aan de Veertiende Landelijke Pedagogendag (pp. 9-14). Amsterdam: SWP.

s. Vlieghe, J. (2010). De democratie van het vlees. Over de publieke betekenis van lichamelijke opvoeding. In: Ramaekers, S., Storme, T., Verstraete, P., Vlieghe, J. (Eds.). De publieke betekenis van pedagogisch denken en handelen. Bijdragen aan de Veertiende Landelijke Pedagogendag (pp. 123-132). Amsterdam: SWP.

t. Vlieghe, J. (2009). Die Demokratie des Fleisches. Miteinander Lachen als erziehendes Ereignis. In: Kraus A. (Ed.), Körperlichkeit in der Schule. Aktuelle Körperdiskurse und ihre Empirie Band 2 (pp. 39-70). Oberhausen: Athena Verlag.

u. Vlieghe, J. (2008). Vertrouwen. In: Masschelein J. (Ed.), De ondraaglijke lichtheid van het opvoeden: Een oefening in kijken, lezen en denken (pp. 71-85). Leuven: LannooCampus.

v. Cornelissen, G., Geerinck, I., Verckens, A., Vlieghe, J. (2007). Weg van de methode: 'Vrij' onderwijs. In: Denys K. (Ed.), Jongleren voor het leven: Een zoektocht naar de identiteit van onafhankelijke methodescholen (pp. 4-16) FOBEM.






 

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