Attached Radical Hope: Education and Equality in Australia (105 pp) by Noel Pearson Prologue 1-11 Even Keeling, No Excuses 12-26 Groundhog Day 27-34 If the student has not learned, the teacher has not taught 35-54 The Cultural Hearth 55-72 The dialectics of education and policy debates 73-93 No excuses on an uneven keel 94-102 Epilogue: Stanner Opening passage: For what may we hope? Kant put this question in the first-person singular along with two others – What can I know? and What ought I do? – that he thought essentially marked the human condition. With two centuries of philosophical reflection, it seems that these questions are best transposed to the first-person plural. And with that same hindsight: rather than attempt an a priori inquiry, I would like to consider hope as it might arise at one of the limits of human existence ... [Crow Indian Chief] Plenty Coups responded to the collapse of his civilisation with radical hope. What makes this hope radical is that it is directed toward a future goodness that transcends the current ability to understand what it is. Radical hope anticipates a good for which those who have the hope as yet lack the appropri- ate concepts with which to understand it. What would it be for such hope to be justified? —Jonathan Lear, Radical Hope: Ethics in the Face of Cultural Devastation (2006)
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