Livsduelighed som pædagogisk mål: En idéhistorisk kritik og et filosofisk alternativ

Livsduelighed, Konkurrencestat, Neoliberalisme, Foucault, Pædagogik

Michel Foucault bestræber sig mod afslutningen af sit forfatterskab på at udvikle et alternativ til konkurrencestatens hypernormalisering, og han omtaler både dette alternativ som en frihedens eksistensetik og livsæstetik. En væsentlig del af denne bestræbelse fører Foucault omkring den hellenistiske og romerske psykagogik, der er tænkt som et eksplicit modsvar til dårlig pædagogik.
Nemlig ved at fokusere på at fremme det enkelte menneskes indre sjælelige frihed til at følge egne livsmål og udvikle livsparathed. I dag bliver det pædagogiske dannelsesideal om livsduelighed i stigende grad omtalt som et relevant pædagogisk mål, og idealet bliver ofte associeret med det
psykologiske begreb resiliens fra den kognitiv-behavioristiske tradition. Teksten skitserer, hvordan den hellenistiske-romerske etik giver en mulighed for at kvalificere idealet om livsduelighed som et specifikt filosofisk pædagogisk mål, der kan udgøre et alternativ til begrebet resiliens, som netop truer med at blive et hypernormalitetsbegreb.

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