ABSTRACT

The metaphor of ‘viral modernity’ denotes an era characterized by communal experiences of how viruses, be they in the shape of physical, virtual or symbolic forms, permeate and shape social and cultural life. To think educative justice in viral modernity thus require a radical move beyond the surfaces of conventional paradigms in order to reach at a deep-seated understanding of the phenomena of education and justice itself. Motivated by this ambition, I here present a Badiouan reading of educative justice in relation to the aims and mission of philosophy of education. I start by briefly mapping out current educational philosophical paradigms and their ways of treating the issue of justice. Next, I contrast these orthodoxies to a Badiouan model. My overall ambition is to promote a philosophy of education that avoids philosophical doctrines, old and new, while simultaneously carrying a potential for unveiling the phenomenon of justice as educative truths-in-worlds.

摘要

“病毒现代性”的隐喻指的是一个以病毒如何以物理、虚拟或象征形式的形式渗透和塑造社会和文化生活的共同体验为特征的时代。因此，要想在病毒式的现代性中思考教育正义，就需要超越传统范式的表面，以深入了解教育和正义现象本身。受这种雄心的驱使，我在此提出与教育哲学的目标和使命相关的教育正义的巴迪昂解读。我首先简要勾勒出当前的教育哲学范式及其处理正义问题的方式。接下来，我将这些正统观念与巴迪昂模型进行对比。我的总体目标是提倡一种避免哲学教义的教育哲学，