Pedagogical form, study, and formless formation

Caglar Koseoglu*, Julien Kloeg

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

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Abstract

Moving education to Zoom, Microsoft Teams, and the many alternatives during the COVID19-pandemic raised the question of pedagogical form. In a sense, pandemic education in its two-dimensionality was a frictionless, sanitized reduction of education to pure form; it offered a more efficient transfer of knowledge and was marked by a heightened means-to-an-end logic. This has made the informal, unforming and deformational activity that Stefano Harney and Fred Moten call study even more difficult, if not impossible during pandemic education. In this article, we consider the pitfalls of thinking in terms of pedagogical form and the formalization of education by engaging with Emile Bojesen’s work on education as (de)formation. Via Harney and Moten, we reflect on what the concept/practice of study by way of formless formation teaches us about (pre-)pandemic education and about pedagogical forms that might be in keeping with study in post-pandemic education.
Original languageEnglish
Pages (from-to)101-109
Number of pages9
JournalEthics and Education
Volume18
Issue number1
DOIs
Publication statusPublished - 8 Mar 2023

Bibliographical note

Publisher Copyright:
© 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

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