Kaustuv Roy Book order

Exploring art as an affective continuum, this book delves into the relationship between art education, personal autonomy, and existential freedom. It emphasizes the transformative potential of art in re-defining our understanding of time and space, arguing that art is not merely a cultural artifact but a means to align one's existential desires with deeper truths. The text aims to shift perspectives on art education, highlighting its role in fostering inner autonomy and enriching pedagogical practices.

Focusing on the Covid-19 pandemic, the book critiques the concept of technohumanism, which fosters dependencies and diminishes resilience in society. It proposes a pedagogical approach to recovery through a "psychoanalysis" of thought that transcends humanist constraints. Introducing the idea of a living unconscious, distinct from the Freudian model, it contends that this framework blurs the lines between prehuman and posthuman, suggesting that a posthumanist education can harness prehuman dynamism for societal growth.

The book explores a transformative educational approach that transcends traditional mind-centric methods by integrating somatic, psychic, and symbolic dimensions. It emphasizes the importance of experiencing knowledge through a dynamic interplay between intuition and intellect. The concept of a "pedagogy of the twice-born" is introduced, where true education involves a two-stage process: an involuntary immersion in the everyday world followed by a conscious pursuit of deeper understanding. This journey fosters autonomy and a sense of existential hope.

Exploring the historical tension between science and philosophy regarding time, this book critiques the limitations of our conventional understanding of time, particularly in educational contexts. It highlights how educators are influenced by clock time in their practices while suggesting the existence of an alternative conception of time that could enhance teaching and learning. The work invites readers to reconsider the impact of time on education and encourages a deeper exploration of its implications for teaching methods and student engagement.

This book identifies and expands upon the link between ontology and education, exposing a lack of ontological inquiry as the vital missing element in the study and practice of modern education today. In this book, Roy aims to reintroduce ontological thinking and reasoning that grounds historical and modern educational understandings and practice. Beginning with a historical perspective, he then turns to examine the results of his scholarship into practical concerns of education such as language, dialogue, and curriculum: ultimately proposing a new way forward emphasizing a balance in the education effort between epistemic content and ontological disclosure.

This book delves into philosophical praxis through the insights of Heidegger, Schelling, Goethe, and Heraclitus. It posits that a redemptive power exists in understanding thought beyond conventional concepts. The author explores critiques of thinking and seeks an ontological power rooted in self-knowledge, termed "philosophical bilingualism."

Exploring the interplay of philosophy, psychology, sociology, and pedagogy, this book critically reexamines curriculum by posing essential questions about the integration of Eros and intellect, the escape from limiting ideologies, and the dynamics of teacher-learner relationships. It seeks to redefine meaning in curriculum through indigenous perspectives and emphasizes themes like reason, uncertainty, and transcendence. By addressing the complexities of knowledge and its relationship to the knower, the work aims to foster a more relevant and expansive understanding of educational practices.

This book facilitates a missing dialogue between the secular and the transsecular dimensions of human existence. It explores two kinds of limits of the secular: the inadequacies of its assumptions with respect to the total being of the human, and how it curbs the ontological sensibilities of the human. Kaustuv Roy argues that since secular reason of modernity can only represent the empirical dimension of existence, humans are forced to privatize the non-empirical dimension of being. It is therefore absent from the social, imaginary, as well as public discourse. This one-sidedness is the root cause of many of the ills facing modernity. Roy contends that a bridge-consciousness that praxeologically relates the secular and the non-secular domains of experience is the need of the hour. 

Teachers in Nomadic Spaces is fieldwork in curriculum theory, weaving vital strands of Gilles Deleuze’s constructivist philosophy into a case study of teacher induction and becoming in an urban innovative school. Releasing the productive power of difference, it allows us to see the pedagogical potential of irregular (nomadic) spaces and thereby to obtain release from the Platonic pincer-hold of curriculum as recovery and representation. This book offers a conceptual mode for recomposing ourselves into new expressions in education by means of semiotic and affective experimentation, and will appeal to teachers, teacher educators, curriculum developers, those interested in urban issues in education, and Deleuzians.