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Table of Contents
Intro
Preface
Acknowledgements
Contents
About the Author
Chapter 1: Introduction
1.1 Why I Write
1.2 Why Sartre and Why Now?
1.3 Overview of the Book
1.3.1 Part I: Evaluating Teachers
1.3.2 Part II: Sartre, Existentialism and Education
1.3.3 Part III: Being a Teacher
References
Part I: Evaluating Teachers
Chapter 2: Self-Evaluation and the Technicist Logic of Teaching
2.1 The Neoliberal Turn
2.2 Neoliberalism in the Irish Context
2.3 School Self-Evaluation: Autonomy, Accountability and Evidence
2.3.1 The Balance of Accountability and Autonomy
2.3.2 Developing a Culture and a Common Language
2.3.3 The Focus on Evidence
2.4 Towards a New Account
References
Part II: Sartre, Existentialism and Education
Chapter 3: Navigating Vocabularies: Transitioning from Policy to Existentialism
3.1 The Origins of Existentialist Thought?
3.2 Common Themes in Existentialist Thought
3.2.1 The Individual in a Disenchanted World
3.2.2 The Lure of Nihilism
3.2.3 Reactions to Scientism
3.2.4 The Committed Individual
3.3 Sartrian Existentialism
3.3.1 Existentialism and Phenomenology
3.3.2 The 'Pre-reflective' Cogito
3.3.3 Facticity and Transcendence
3.3.4 Bad Faith
3.3.5 The Other
3.4 An Educational Focus
References
Chapter 4: Putting Oneself Into Words: Sartre and the Production of Selfhood
4.1 Phenomenology of the Self
4.2 Transcendental and Material Conceptions
4.2.1 The Transcendental Ego
4.2.2 The Material Ego
4.3 The Produced Self
4.3.1 Uncertain States
4.3.2 Actions and Dispositions
4.3.3 The Self and the Other
4.4 Freedom, Responsibility and the Self
References
Chapter 5: Freedom and Facticity in the Classroom
5.1 Sartre's 'Phenomenological Ontology'
5.1.1 Being-In-Itself and Being-For-Itself
5.1.2 Concrete Nothingness
5.2 The Pursuit of Meaning
5.2.1 The Fundamental Project
5.3 Freedom and Responsibility
5.3.1 Freedom as a Response
5.3.2 Anguished Responsibility
5.4 Freedom, Responsibility and Ethics
5.5 Freedom and Facticity in the Classroom
5.5.1 Problematic Dualisms
5.5.2 Concrete Nothingness
5.5.3 Professional Judgement
5.5.4 Freedom, Facticity and the Fundamental Project
References
Chapter 6: Bad Faith, Sincerity and the Role of the Teacher
6.1 Uneasy Tensions
6.2 Bad Faith and Self-Deception
6.2.1 The 'Unconscious' Explanation
6.3 Sincerity and the Forms of Bad Faith
6.4 The Faith of Bad Faith
6.5 Being Who You Are in the Classroom?
6.5.1 Role-Playing in the Classroom
6.5.2 Responding to the Situation
6.5.3 From Individual and Institutional Bad Faith
References
Chapter 7: The Look of the Other and the Experience of Teaching: The Failure of Solipsism and the Pursuit of Vulnerability
7.1 From Being an Individual to Being for the Other
Preface
Acknowledgements
Contents
About the Author
Chapter 1: Introduction
1.1 Why I Write
1.2 Why Sartre and Why Now?
1.3 Overview of the Book
1.3.1 Part I: Evaluating Teachers
1.3.2 Part II: Sartre, Existentialism and Education
1.3.3 Part III: Being a Teacher
References
Part I: Evaluating Teachers
Chapter 2: Self-Evaluation and the Technicist Logic of Teaching
2.1 The Neoliberal Turn
2.2 Neoliberalism in the Irish Context
2.3 School Self-Evaluation: Autonomy, Accountability and Evidence
2.3.1 The Balance of Accountability and Autonomy
2.3.2 Developing a Culture and a Common Language
2.3.3 The Focus on Evidence
2.4 Towards a New Account
References
Part II: Sartre, Existentialism and Education
Chapter 3: Navigating Vocabularies: Transitioning from Policy to Existentialism
3.1 The Origins of Existentialist Thought?
3.2 Common Themes in Existentialist Thought
3.2.1 The Individual in a Disenchanted World
3.2.2 The Lure of Nihilism
3.2.3 Reactions to Scientism
3.2.4 The Committed Individual
3.3 Sartrian Existentialism
3.3.1 Existentialism and Phenomenology
3.3.2 The 'Pre-reflective' Cogito
3.3.3 Facticity and Transcendence
3.3.4 Bad Faith
3.3.5 The Other
3.4 An Educational Focus
References
Chapter 4: Putting Oneself Into Words: Sartre and the Production of Selfhood
4.1 Phenomenology of the Self
4.2 Transcendental and Material Conceptions
4.2.1 The Transcendental Ego
4.2.2 The Material Ego
4.3 The Produced Self
4.3.1 Uncertain States
4.3.2 Actions and Dispositions
4.3.3 The Self and the Other
4.4 Freedom, Responsibility and the Self
References
Chapter 5: Freedom and Facticity in the Classroom
5.1 Sartre's 'Phenomenological Ontology'
5.1.1 Being-In-Itself and Being-For-Itself
5.1.2 Concrete Nothingness
5.2 The Pursuit of Meaning
5.2.1 The Fundamental Project
5.3 Freedom and Responsibility
5.3.1 Freedom as a Response
5.3.2 Anguished Responsibility
5.4 Freedom, Responsibility and Ethics
5.5 Freedom and Facticity in the Classroom
5.5.1 Problematic Dualisms
5.5.2 Concrete Nothingness
5.5.3 Professional Judgement
5.5.4 Freedom, Facticity and the Fundamental Project
References
Chapter 6: Bad Faith, Sincerity and the Role of the Teacher
6.1 Uneasy Tensions
6.2 Bad Faith and Self-Deception
6.2.1 The 'Unconscious' Explanation
6.3 Sincerity and the Forms of Bad Faith
6.4 The Faith of Bad Faith
6.5 Being Who You Are in the Classroom?
6.5.1 Role-Playing in the Classroom
6.5.2 Responding to the Situation
6.5.3 From Individual and Institutional Bad Faith
References
Chapter 7: The Look of the Other and the Experience of Teaching: The Failure of Solipsism and the Pursuit of Vulnerability
7.1 From Being an Individual to Being for the Other