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    Philosophical Perspectives on Educational Practice - Introduction


    Hogan, Padraig (2008) Philosophical Perspectives on Educational Practice - Introduction. Studies in Philosophy and Education, 27. pp. 77-78. ISSN 0039-3746

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    Abstract

    In the last few decades a certain kind of critique has become prominent in the ethos of Western philosophy. This newer kind of critique differs in key respects from what we might call ‘landmark’ critiques in the history of that philosophy. While the older kind of critique, such as the critiques of Kant or Descartes, focused on establishing new constructive possibilities for thought and action, the best energies of the newer kind of critique are reserved for investigations that combine an incisive analysis of ethical and political issues with a deep and enduring scepticism, even pessimism. Its gestures are characteristically more deconstructive than constructive and it targets in a particular way the more buoyant currents of thought in the philosophical discourse of modernity. Perhaps the most prominent examples of the newer critique are the writings of Lyotard and Foucault, but permeating this ethos more widely is the influential figure of Nietzsche, whose ‘philosophy of the future’ has finally come of age.

    Item Type: Article
    Keywords: Philosophical; Perspective;s Educational; Practice; Introduction;
    Academic Unit: Faculty of Social Sciences > Education
    Item ID: 8587
    Identification Number: https://doi.org/10.1007/s11217-007-9087-6
    Depositing User: Dr. Padraig Hogan,
    Date Deposited: 09 Aug 2017 11:05
    Journal or Publication Title: Studies in Philosophy and Education
    Publisher: Springer Verlag
    Refereed: Yes
    URI:

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