Alain Badiou and education as a process of subjectivation through truths
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Abstract
The following text tries to explain to what extent the work of the French philosopher Alain Badiou can contribute to the debate about the current situation of education. To do this we will read his work from a propaedeutic point of view. Our starting thesis is that his work can be read as a project of recovery of philosophy understood as an education through truths. To locate this thesis in the contemporary educational debate we will use the theory developed by Gert Biesta, who has built in recent decades a system of thought that offers a theoretical framework in order to ground alternative educational proposals to individualistic, functional, mediating and controllable tendencies of the dominant neoliberal model. For Biesta, education has undergone a learning process which prioritizes its socializing and qualifying functions and forgets its subjectivizing function. The text will argue to what extent the education model proposed by Badiou contributes to recovering the subjectivation function of education. Education as a process of subjectivation through truths would offer teachers the possibility of encouraging educational experiences that interrupt the individualizing, functional, mediating and controlled character of the hegemonic educational model. The text claims for giving greater importance to Alain Badiou's thought within critical pedagogy when it comes to establishing educational proposals according to more democratic and cooperative teaching models.
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