Educational Non-Philosophy

Autor/in	Cole, David R.
Titel	Educational Non-Philosophy
Quelle	In: Educational Philosophy and Theory, 47 (2015) 10, S.1009-1022 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2015.1036827
Schlagwörter	Philosophy; Educational Philosophy; Postmodernism; Sciences; Role of Education; Phenomenology; Academic Discourse; Theories + Suchen Sie Ihr Suchwort? Philosophie; Bildungsphilosophie; Erziehungsphilosophie; Postmoderne; Science; Wissenschaft; Bildungsauftrag; Phenomenological psychology; Phänomenologie; Psychologie; Discourse; Diskurs; Theory; Theorie
Abstract	The final lines of Deleuze and Guattari's What is Philosophy? call for a non-philosophy to balance and act as a counterweight to the task of philosophy that had been described by them in terms of concept creation. In a footnote, Deleuze and Guattari mention François Laruelle's project of non-philosophy, but dispute its efficacy in terms of the designated relationship between non-philosophy and science, as had been realised by Laruelle at the time. However, the mature non-philosophy of Laruelle could indicate a resolution to the problematic relationship between science and educational philosophy that we have inherited due to the poststructural theories of Foucault, Derrida and Deleuze. Non-philosophy suggests a framework for thought that includes science in a non-positivist style and provides the means to view education as a performative practice. This article explores the non-philosophy of Laruelle in education as a means to view education under the conditions of strict immanence and in line with an anti-phenomenological metaphysics of non-representation. Laruelle is perhaps one of the most important critics of Deleuze in France, and as such, his insights into the Deleuzian oeuvre reveal a way forward for education as a practice that analyses science, philosophy and politics through non-philosophy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01