Self-Critical Appropriation: An Assessment of Bauman's View of Education in Liquid Modernity

Autor/in	Sarid, Ariel
Titel	Self-Critical Appropriation: An Assessment of Bauman's View of Education in Liquid Modernity
Quelle	In: Educational Philosophy and Theory, 49 (2017) 5, S.462-472 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2016.1248337
Schlagwörter	Criticism; Ethical Instruction; Moral Development; Moral Issues; Philosophy; Postmodernism + Suchen Sie Ihr Suchwort? Kritik; Ethics instruction; Teaching of ethics; Ethikunterricht; Moralische Entwicklung; Moraltheorie; Philosophie; Postmoderne
Abstract	Zygmunt Bauman has devoted considerable amount of attention to the discussion of the educational challenges in liquid modernity. While a good deal of professional attention has been given to Bauman's concept in various fields and disciplines, his views on education have received relatively little response by educational theorists and practitioners. The aim of this article is to assess Bauman's prognosis and diagnosis for education in liquid modernity and argue that even if one generally accepts Bauman's portrayal of current society, his educational view must presuppose "solid" elements if it is to remain consistent. The article offers some critical reflections with regard to these themes by appealing in particular to the notion of "self-critical appropriation," as it is employed in the work of Jurgen Habermas. It is with this notion that it is possible to overcome inconsistencies in Bauman's educational views and form the basis for understanding how to account for the development of authentic personhood in the social climate of liquid modernity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01