From the Vertical to the Horizontal: Introducing Mikhail Epstein’s Transculture to Perplexed Educators

Authors

Sheldon S. Kohn, Zayed UniversityFollow

Abstract

A shift in focus from supporting or opposing vertical, grand narratives to the horizontal, the ordinary and the everyday, can lead educators to transformative developments. Educators find themselves in a false dichotomy of being restricted to supporting or opposing competing vertical utopian visions of education. Mikhail Epstein’s ideas about transculture can help perplexed educators make a shift from the vertical to the horizontal, focusing their praxis and pedagogy on the ordinary and the everyday, including objects and artifacts of popular culture. In a radical move, Epstein argues that commodification represents resistance to totalitarian controls and impulses; he urges educators to embrace commodification as a strategy for regaining some of what has been lost to corporatist influence in education. When educators shift their focus and perspective from the vertical to the horizontal, they create a space for interference, which involves using difference creatively and can lead to the creation of entirely new culture. Many ideas can be viewed profitably from a transcultural point-of-view, including Alison Cook-Sather’s ideas about metaphor in education and Henry Jenkin’s exploration of the emerging media culture. In the classroom, educators can undertake qualitative experimentation to develop and apply transcultural pedagogy; there is no underlying defined epistemology of education to accompany such work. The current situation in education, and the larger culture, may thus be seen as proto-, i.e., an exciting future that is not predefined and foreclosed. Transculture offers educators a maybe world that allows exploration of the lacunae and lack in every field.

Recommended Citation

Kohn, Sheldon S. (2016) "From the Vertical to the Horizontal: Introducing Mikhail Epstein’s Transculture to Perplexed Educators," Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy: Vol. 3: Iss. 2, Article 5.
Available at: https://digitalcommons.unl.edu/dialogue/vol3/iss2/5