Hogan, Padráig
(2008)
Philosophical Perspectives on Educational Practice - Introduction.
Studies in Philosophy and Education, 27.
pp. 77-78.
ISSN 0039-3746
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: |
|
| Use Licence: |
This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available
here |
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