The Hermit and the Poet

Hodgson, Naomi and Fulford, Amanda (2016) The Hermit and the Poet. Journal of Philosophy of Education, 50 (2). pp. 191-204. ISSN 0309-8249

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Abstract

The notions of literacy and citizenship have become technologised through the demands for measurable learning outcomes and the reduction of these aspects of education to sets of skills and competences. Technologisation is understood here as the systematisation of an art, rather than as intending to understand technology itself in negative terms or to comment on the way technology is used in teaching and learning for literacy and citizenship. Technologisation is approached here in terms of the understanding of literacy and citizenship as things (qualities, sets of skills) that one has. Being literate and being a citizen are brought together here in order to consider the implications of their technologisation for academic writing in the university. Drawing on the phenomenology of Gabriel Marcel the understanding of literacy and citizenship in terms of having is problematized, as is the distinction between having and being. This opens the way for a richer understanding of being literate and being a citizen explored through the figures of the Hermit and the Poet in Thoreau’s Walden. The question of what we write in the name of in the university is considered in the light of this and of a particular notion of the public.

Item Type: Article
Additional Information and Comments: The definitive version is available at http://onlinelibrary.wiley.com/doi/10.1111/1467-9752.12200/abstract;jsessionid=EAAEF7A09E3130050C951323414D554F.f02t03
Keywords: literacy, citizenship, technologies
Faculty / Department: Faculty of Education > Education Studies
Depositing User: Naomi Hodgson
Date Deposited: 04 Jan 2017 10:23
Last Modified: 04 Jan 2017 10:23
URI: http://hira.hope.ac.uk/id/eprint/1811

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