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Jonas Andreasen Lysgaard


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This chapter will engage denial as a term and a mechanism that harbors both negative and positive aspects. The negative being; denying uncomfortable facts and suffering the consequences of failing to acknowledge them. The positive aspect: the ability to limit the impact of uncomfortable facts, as not to be paralyzed in horror and/or existential angst – e.g. even though we are faced with plausible 'doomsday prophecies', we are still able to cook dinner for our family and 'kick back' once and a while. This chapter examines Denial in relation to education, and how denial of specific scientific, historical, medicinal facts has been applied as societal strategies, through education, in order to implement certain attitudes and values. Finally we argue that denial offers a great potential when linked with the emerging thoughts related to Speculative Realism and Object Oriented Ontology (henceforth OOO) and how we could, perhaps, enter a more critical and productive relationship with Denial on a societal, individual and educational level.
Original languageEnglish
Title of host publicationDark pedagogy
EditorsJonas Lysgaard, Stefan Bengtsson, Martin Hauberg-Lund Laugesen
Place of publicationCham
PublisherPalgrave Macmillan
Publication year2019
ISBN (print)978-3-030-19933-3
Publication statusPublished - 2019
SeriesPalgrave Studies in Education and the Environment

    Research areas

  • Dark PEdagogy, Denial, Denialism, Lovecraft, Hyperobjects, Wicked problems, Freud, lacan, speculative realism, Climate change, Pædagogisk filosofi

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