The Role of Critique in Philosophy of Education: Its Subject Matter and Its Ambiguities

Autor/inn/en	Heyting, Frieda; Winch, Christopher
Titel	The Role of Critique in Philosophy of Education: Its Subject Matter and Its Ambiguities
Quelle	In: Journal of Philosophy of Education, 38 (2004) 3, S.311-321 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/j.0309-8249.2004.00387.x
Schlagwörter	Justice; Educational Philosophy; Criticism; Educational Improvement; Foreign Countries; Ideology + Suchen Sie Ihr Suchwort? Gerechtigkeit; Bildungsphilosophie; Erziehungsphilosophie; Kritik; Teaching improvement; Unterrichtsentwicklung; Ausland; Ideologie
Abstract	The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussion moves on to a consideration of similarities and contrasts between the Anglophone and German-inspired deployment of the concept of critical rationality in philosophy of education. The claims to objectivity of the Anglophone tradition are contrasted with a more self-conscious concern for social justice and improvement in other European traditions, which has been followed more recently by a greater scepticism concerning the potential of critique for delivering social justice and improvement in education. This has parallels with the growing Anglophone disillusion with classical analytic philosophy of education. This in turn has resulted in a greater awareness of the limitations of critique: its ideological character, its rootedness in specific contexts, its own potential dogmatism and its ambiguities. The various contributions to this volume are briefly described and related to each other. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10