Education, Knowledge and Truth

Beyond the Postmodern Impasse

Inbunden, Engelska, 1998

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This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education.

Produktinformation

Utgivningsdatum1998-10-15
Mått156 x 234 x 19 mm
Vikt521 g
FormatInbunden
SpråkEngelska
SerieRoutledge International Studies in the Philosophy of Education
Antal sidor264
FörlagTaylor & Francis Ltd
ISBN9780415163170

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List of Contributors Preface and Acknowledgements Introduction: The post-war rise and fall of educational epistemology David Carr Part I: Knowledge in General 1. Knowledge, truth and education HArvey Siegel 2. Interpretation, construction and the 'postmodern' ethos David E. Cooper Part II: Knowledge in Particular 3. Science, education after postmodernism Jim MacKenzie 4. Truth in religion: Wittgensteinian considerations Fergus Kerr 5. Truth, arts education and the 'postmodern condition' Graham McFee 6. Fictional Truth Lynne McFall 7. Moral Education and the objectivity of values David Carr 8. Virtues and human flourishing: a teleological justification Jan Steutel Part III: The Wider Socio-Political Context 9. The politics of difference and common education Eamonn Callan 10. Epistemology, politics and curriculum construction Denis C. Phillips 11. Feminism, epistemology and education Shirley Pendlebury Part IV: Knowledge and Learning 12. Learning as invention: education and constructivism Christopher Winch 13. Education, knowledge and critical thinking Kevin Williams Postscript Index

'...Carr's volume of readings should be welcomed as an intellectual challenge to those responsible for current educational planning. Frank R. Adams, University of EdinburghThis book sets out to provoke, and it succeeds... Carr is right to claim in his concluding words that if teachers are more than purveyors of second-hand information or deliverers of someone else's curriculum, they need to be able to ask philosophical questions about the discipl9ines they are concerned with. This collection brings together essays appropriate to the task.' - Philosophical Quarterly'...Timely...this is an important book for any person in the 'world' of education, and especially for courses in professional ethics.' - Educational Philosophy and Theory