Dialectic, Analectic, and Education: Where is the Radical Logic in Teaching?

• In Event: Philosophical Critiques of Education

Abstract

As Enrique Dussel’s book title suggests: Method for a Philosophy of Liberation: Analetical Overcoming of Hegelian Dialectics (1974), the goal is finally emancipate philosophy from European paternity. This collaborative paper investigates and resituates two radical philosophical traditions within the foundations of critical education beyond dichotomic perspectives: Marxian dialectics and decolonial analectics tracing their convergences and divergences within the specific context of educational theory and teaching. In doing so, this paper critiques current educational approaches that use the term "critical" loosely. By rigorously examining the philosophical and methodological underpinnings of dialectics and analectics, we delve into the theoretical foundations of how pedagogy can confront the capitalist-colonialist-heteronormative structures ingrained in schooling. We argue that pedagogical praxis serves as a rich space for communication across various revolutionary traditions. We examine how the dialectical and analectical standpoints may reorient practitioners and scholars on the terrain of the intellectual and practical logic of radical teaching.

Authors

• Noah De Lissovoy, University of Texas at Austin

• Raul Olmo Fregoso Bailon, University of Nevada, Reno

• Alex Joseph Armonda, Southern Illinois University