* Represents the first collection of work in education to grapple with what Alain Badiou might mean for the enterprise of schooling * Takes up Badiou's challenge to contemporary and conventional Anglo-American doxa * Includes original essays by experts in several different educational fields .

Notes on Contributors.

Foreword (Michael A. Peters).

Introduction: Alain Badiou: ‘Becoming subject’ to education (Kent den Heyer).

1. Badiou, Pedagogy and the Arts (Thomas E. Peterson).

2. Badiou’s Challenge to Art and its Education: Or, ‘art cannot be taught—it can however educate!’ (Jan Jagodzinski).

3. Alain Badiou, Jacques Lacan and the Ethics of Teaching (Peter M. Taubman).

4. Reconceptualizing Professional Development for Curriculum Leadership: Inspired by John Dewey and informed by Alain Badiou (Kathleen R. Kesson and James G. Henderson).

5. The Obliteration of Truth by Management: Badiou, St. Paul and the question of economic managerialism in education (Anna Strhan).

6. Militants of Truth, Communities of Equality: Badiou and the ignorant schoolmaster (Charles Andrew Barbour).

Index.

In 1993 the French philosopher Alain Badiou published Ethics: An Essay on the Understanding of Evil, a scathing examination and reformulation of the discourse of evil in contemporary society. Upon its English translation in 2001 – along with his magnus opus, Being and Event, which was translated in 2007 – Badiou took his place alongside Foucault, Derrida, and Levinas as a major French influence on the Anglo-American philosophical scene. Yet Badiou's critiques of postmodern philosophy, hermeneutics, and ethics based on the ‘other’ seriously challenge conventional Anglo-American categories of public understanding and scholarly analysis. Thinking Education Through Alain Badiou represents the first collection to take up Badiou's challenge to contemporary philosophical orthodoxy by exploring the educational implications of his work. Experts in various educational fields filter Badiou's work through aesthetic, political, ethical, personal, and collective lenses, connecting his radical work to the human potential for 'affirmative inventions.' This book offers thought-provoking insights into the connections between schooling in the West and an anti-postmodern strand of contemporary philosophical thought.