Perversionens dialektik

Abstract

This article examines a fundamental affective emergence that can occur in the researcher: a perverse joy of encountering phenomena in the world that can be unpleasant to be confronted with, but which nevertheless, and maybe because of this, establishes the relevance of the research matter. It may be, for example, that fundamentally non-pedagogical conditions are discovered in the pedagogical research during the fieldwork. The article examines how affects of revulsion and disgust encountered in this process can have productive potentials for critical thinking. It is discussed how particularly educational philosophy can be informed by disgust and anger, and how this dialectic of perversion can say something about whether the institutions of society call for educational criticism.