Beyond foundations - signs of a new normativity in philosophy of education

Educational Theory

Volumn 54, Issue 2, 2004, Pages 173-192

  Van Goor, Roel ^a   Heyting, Frieda ^a   Vreeke, Gert Jan ^a  

^a UNIVERSITY OF AMSTERDAM   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33745323961     PISSN: 00132004     EISSN: 17415446     Source Type: Journal    
DOI: 10.1111/j.1741-5446.2004.00013.x     Document Type: Article

References (101)

1. Ger Snik, Wouter van Haaften, and Agnes Tellings, "Pedagogisch grondslagenonderzoek" ["Foundational Research in Education"], Pedagogisch Tijdschrift 19, no. 4 (1994): 287-304.
2. Doret J. De Ruyter, "The Importance of Ideals in Education," Journal of Philosophy of Education 37, no. 3 (2003): 468-482.
3. Ger Snik, "Grondslagen van liberale visies op onderwijsvrijheid" ["Foundations of Liberal Perspectives on Freedom of Education"], Pedagogisch Tijdschrift 24, no. 1 (1999): 125-151.
4. Jonathan Dancy, An Introduction to Contemporary Epistemology, 1st ed. (Oxford: Blackwell, 1985);
5. and Richard Rorty, Philosophy and the Mirror of Nature (Princeton: Princeton University Press, 1979).
6. In our survey of the literature, we included articles from the following journals in the field: Educational Theory, Educational Philosophy and Theory, Journal of Philosophy of Education, and Studies in Philosophy and Education
7. Dancy, An Introduction to Contemporary Epistemology, 53-54.
8. Rorty, Philosophy and the Mirror of Nature.
9. Dancy, An Introduction to Contemporary Epistemology, 62.
10. Frieda Heyting, "Antifoundationalist Foundational Research: Analysing Discourse in Children's Rights to Decide," in Methods in the Philosophy of Education, eds. Frieda Heyting, Dieter Lenzen, and John White (London: Routledge, 2001), 110.
11. Snik, "Grondslagen van Liberale Visies op Onderwijsvrijheid" ["Foundations of Liberal Perspectives on Freedom of Education"].
12. Irving Copi, "Language Analysis and Metaphysical Inquiry," in The Linguistic Turn, ed. Richard Rorty (Chicago: University of Chicago Press, 1967), 127-132;
13. and Paul Smeyers, "Taalfilosofie: op weg naar een wijsgerige pedagogiek als een filosofie van de praxis" ["Philosophy of Language: Toward a Philosophy of Education as a Philosophy of Praxis"], in Grondslagen van de wetenschappelijke pedagogiek [Foundations of Educational Science], eds. Paul Smeyers and Bas Levering (Amsterdam: Boom, 2001), 112-129.
14. Ludwig Wittgenstein, Philosophical Investigations, 3d ed., trans. Elizabeth Anscombe (Oxford: Blackwell, 2001).
15. John White and Patricia White, "An Analytic Perspective," in Methods in the Philosophy of Education, eds. Heyting et al., 13-29.
16. Gert J.J. Biesta, "HowCan Philosophy ofEducationBeCritical? HowCriticalCan Philosophy of Education Be? DeconstructiveReflectionsonChildren'sRights," in Methods inthePhilosophyofEducation, eds.Heyting et al., 123-143;
17. HenryA.Giroux, "Border Pedagogy intheAge of Postmodernism," in Pedagogy andthe Politics of Hope: Theory, Culture, and Schooling, ed. Henry A. Giroux (Boulder:Westview, 1997): 147-163;
18. Henry A. Giroux, "Rethinking the Boundaries of Educational Discourse:Modernism, Postmodernism, and Feminism," in Pedagogy and the Politics of Hope, ed. Giroux, 183-233;
19. Maxine Greene, "What Counts as Philosophy of Education," in Critical Conversations in Philosophy of Education, ed. Wendy Kohli (New York: Routledge, 1995), 3-23;
20. Heyting, "Antifoundationalist Foundational Research"; Michael Peters, "Education and the Postmodern Condition:Revisiting Jean-François Lyotard," Journal of Philosophy of Education 29, no. 3 (1995): 387-400;
21. and Michael Peters and Colin Lankshear, "Postmodern Counternarratives," in Counternarratives: Cultural Studies and Critical Pedagogies in Postmodern Spaces, eds. Henry A. Giroux, Peter McLaren, and Michael Peters (New York: Routledge, 1996), 1-39.
22. Heyting, "Antifoundationalist Foundational Research," 110.
23. Green, "What Counts as Philosophy of Education," 10.
24. Mark Child, David D. Williams, and A. Jane Birch, "Autonomy or Heteronomy? Levinas's Challenge to Modernism and Postmodernism," Educational Theory 45, no. 2 (1995): 167.
25. Gert J.J. Biesta, "Say You Want a Revolution... Suggestions for the Impossible Future of Critical Pedagogy," Educational Theory 48, no. 4 (1998): 499-510;
26. Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish, Education in an Age of Nihilism (London: Routledge, 2000), 204-226;
27. Child et al., "Autonomy or Heteronomy?"; Patrick Fitzsimons and Graham Smith, "Philosophy and Indigenous Cultural Transformation," Educational Philosophy and Theory 32, no. 1 (2000): 25-41;
28. Giroux, "Border Pedagogy in the Age of Postmodernism"; Audrey Thompson and Andrew Gitlin, "Creating Space for Reconstructing Knowledge in Feminist Pedagogy," Educational Theory 45, no. 2 (1995): 125-150;
29. Greene, "What Counts as Philosophy of Education?"; Ilan Gur-Zéev, "Toward a Nonrepressive Critical Pedagogy," Educational Theory 48, no. 4 (1998): 463-486;
30. Peter McLaren and Henry A. Giroux, "Writing from the Margins: Geographies of Identity, Pedagogy, and Power," in Revolutionary Multiculturalism: Pedagogies of Dissent for the New Millennium, ed. Peter McLaren (Boulder: Westview, 1997), 16-41;
31. and Robin Usher, Ian Bryant, Rennie Johnston, Adult Education and the Postmodern Challenge: Learning Beyond the Limits (London and New York: Routledge, 1997), 68-92.
32. Usher et al., Adult Education and the Postmodern Challenge.
33. Nigel Blake, Paul Smeyers, Richard Smith, and Paul Standish, Thinking Again: Education After Postmodernism (London: Begin and Garvey, 1998), 21-34.
34. Biesta, "How Can Philosophy of Education Be Critical?"; Wendy Kohli, "Critical Education and Embodied Subjects: Making the Poststructural Turn," Educational Theory 48, no. 4 (1998): 511-519;
35. Jan Masschelein, "Can Education Still Be Critical," Journal of Philosophy of Education 34, no. 4 (2000): 603-616;
36. Jan Masschelein, "How to Imagine Something Exterior to the System: Critical Education as Problematization," Educational Theory 48, no. 4 (1998): 521-530;
37. Peters and Lankshear, "Postmodern Counternarratives"; Michael Peters and James D. Marshall, "Metanarratives, Nihilism, and the End of Metaphysics: Wittgenstein and Lyotard," in Wittgenstein: Philosophy, Postmodernism, Pedagogy, eds. Michael Peters and James D. Marshall (Westport: Bergin and Garvey, 1999), 122-132;
38. Jorg Ruhloff, "The Problematic Employment of Reason in Philosophy of Bildung and Education," in Methods in the Philosophy of Education, eds. Heyting et al., 57-72;
39. Carl Anders Sä fström, "On the Way to a Postmodern Curriculum Theory: Moving from the Question of Unity to the Question of Difference," Studies in Philosophy of Education 18, no. 4 (1999): 221-233;
40. and Mark Weinstein, "Social Justice, Epistemology, and Educational Reform," Journal of Philosophy of Education 29, no. 3 (1995): 369-385.
41. Weinstein, "Social Justice, Epistemology, and Educational Reform," 380. Harvey Siegel, "Relativism Refuted: A Critique of Contemporary Epistemological Relativism," in Synthese Library: Studies in Epistemology, Logic, Methodology, and Philosophy of Science (Dordrecht: Reidel, 1987).
42. Kohli, "Critical Education and Embodied Subjects"; James D. Marshall, Michel Foucault: Personal Autonomy and Education (Dordrecht: Kluwer, 1996), 511-519;
43. and James D. Marshall, "Wittgenstein and Foucault: Resolving Philosophical Puzzles," in Philosophy and Education: Accepting Wittgenstein's Challenge, eds. Paul Smeyers and James D. Marshall (Dordrecht: Kluwer, 1995), 205-220.
44. Peters and Marshall, "Metanarratives, Nihilism, and the End of Metaphysics," 126.
45. Peters and Lankshear, "Postmodern Counternarratives."
46. Denise Egéa-Kuehne, "Deconstruction Revisited and Derrida's Call for Academic Responsibility," Educational Theory 45, no. 3 (1995): 293-309.
47. Child et al., "Autonomy or Heteronomy?"
48. Child et al., "Autonomy or Heteronomy?" 183; and Masschelein, "Can Education Still Be Critical?," 611. See also Masschelein, "How to Imagine Something Exterior to the System"; and Sä fström, "On the Way to a Postmodern Curriculum Theory."
49. Giroux, "Border Pedagogy in the Age of Postmodernism," 151.
50. Peters and Lankshear, "Postmodern Counternarratives," 3.
51. Blake et al., Thinking Again, 7-19; Blake et al., Education in an Age of Nihilism, 204-227;
52. Fitzsimons and Smith, "Philosophy and Indigenous Cultural Transformation"; Greene, "What Counts as Philosophy of Education?"; Pádraig Hogan, "Europe and the World of Learning," Journal of Philosophy of Education 32, no. 3 (1998);
53. Masschelein, "How to Imagine Something Exterior to the System"; Luise Prior McCarthy, "Bodies of Knowledge," Studies in Philosophy of Education 14, (1995): 35-48;
54. Sä fström, "On the Way to a Postmodern Curriculum Theory"; and Evan Simpson, "Knowledge in the Postmodern University," Educational Theory 50, no. 2 (2000): 157-177.
55. Biesta, "How Can Philosophy of Education Be Critical?"; Gur-Zéev, "Toward a Nonrepressive Critical Pedagogy"; Patti Lather, "Critical Pedagogy and Its Complicities: A Praxis of Stuck Places," Educational Theory 48, no. 4 (1998): 487-497;
56. Masschelein, "Can Education Still Be Critical"; Masschelein, "How to Imagine Something Exterior to the System"; McCarthy, "Bodies of Knowledge"; and Weinstein, "Social Justice, Epistemology, and Educational Reform."
57. Biesta, "How Can Philosophy of Education Be Critical?" 136.
58. Heyting, "Antifoundationalist Foundational Research," 110.
59. Gur-Ze'ev, "Toward a Nonrepressive Critical Pedagogy"; and Masschelein, "How to Imagine Something Exterior to the System."
60. Biesta, "Say You Want a Revolution."
61. Ibid., 506.
62. See also Blake et al., Thinking Again; they suggest that we might find ways of using knowledge to combat power, but not by securing foundations.
63. Kohli, "Critical Education and Embodied Subjects."
64. Weinstein, "Social Justice, Epistemology, and Educational Reform."
65. Biesta, "How Can Philosophy of Education Be Critical?"; Biesta, "Say You Want a Revolution"; Egé a- Kuehne, "Deconstruction Revisited and Derrida's Call for Academic Responsibility"; Greene, "What Counts as Philosophy of Education"; Lather, "Critical Pedagogy and Its Complicities"; and Stuart Parker, Reflective Teaching in the Postmodern World: A Manifesto for Education in Postmodernity (Buckingham: Open University Press, 1997).
66. Biesta, "How Can Philosophy of Education Be Critical?"
67. Peters, "Education and the Postmodern Condition"; and Peters and Marshall, "Metanarratives, Nihilism, and the End of Metaphysics."
68. David Caroll, "Lyotard, Jean-François," in Routledge Encyclopedia of Philosophy, ed. Edward Craig (London and New York: Routledge, 1998).
69. Child et al., "Autonomy or Heteronomy?"; Masschelein, "Can Education Still Be Critical"; Masschelein, "How to Imagine Something Exterior to the System"; and Säfström, "On the Way to a Postmodern Curriculum Theory."
70. Sä fström, "On the Way to a Postmodern Curriculum Theory," 227.
71. Fitzsimons and Smith, "Philosophy and Indigenous Cultural Transformation"; Giroux, "Border Pedagogy in the Age of Postmodernism"; Giroux, "Rethinking the Boundaries of Educational Discourse"; McLaren and Giroux, "Writing from the Margins"; Peters and Lankshear, "Postmodern Counternarratives"; McCarthy, "Bodies of Knowledge"; Lynda Stone, "Narrative in Philosophy of Education: A Feminist Tale of 'Uncertain' Knowledge," in Critical Conversations in Philosophy of Education, ed. Kohli, 173-189; and Weinstein, "Social Justice, Epistemology, and Educational Reform."
72. McLaren and Giroux, "Writing from the Margins," 23.
73. Prior McCarthy, "Bodies of Knowledge," 35.
74. Kohli, "Critical Education and Embodied Subjects," 519.
75. Blake et al., Thinking Again, 7-19; Heyting, " Antifoundationalist Foundational Research"; Ruhloff, "The Problematic Employment of Reason in Philosophy of Bildung and Education"; and Simpson, "Knowledge in the Postmodern University."
76. Blake et al., Thinking Again, 14.
77. Heyting, "Antifoundationalist Foundational Research."
78. Compare with Michael Williams, Problems of Knowledge, 164ff.
79. We borrow the term "radical contextualist" from Williams, Problems of Knowledge. For a basic definition of relativism, see Hillary Putnam, Renewing Philosophy (Cambridge: Harvard University Press, 1992): "Truth in a language - any language - is determined by what the majority of the speakers of that language would say," 67. In Problems of Knowledge, Williams adds other possible frames to this definition by speaking of "relativism, which says that things are only 'true for' a particular person or 'culture,"' 10.
80. Compare with Williams, Problems of Knowledge, 226ff.
81. Some philosophers of education who align themselves with Derrida's deconstruction include Biesta, "How Can Philosophy of Education Be Critical?"; Biesta, "Say You Want a Revolution"; Egéa-Kuehne, "Deconstruction Revisited and Derrida's Call for Academic Responsibility"; Greene, "What Counts as Philosophy of Education"; Lather, "Critical Pedagogy and Its Complicities"; and Parker, Reflective Teaching in the Postmodern World. Peters, "Education and the Postmodern Condition: Revisiting Jean- Franćois Lyotard," is a good example of an author associated with Lyotard's "legitimacy by paralogy."
82. Gur-Zéev, "Toward a Nonrepressive Critical Pedagogy," 463.
83. Compare with Masschelein, "How to Imagine Something Exterior to the System," 524.
84. For more on highlighting taken-for-granted meanings, see Biesta, "How Can Philosophy of Education Be Critical?"; Greene, "What Counts as Philosophy of Education?"; Gur-Zéev, "Toward a Nonrepressive Critical Pedagogy"; and Parker, Reflective Teaching in the Postmodern World.
85. For discussions of creating space for diversity, see Biesta, "Say You Want a Revolution"; Blake et al., Education in an Age of Nihilism, 204-226; Peters, "Education and the Postmodern Condition"; and Peters and Marshall, "Metanarratives, Nihilism, and the End of Metaphysics."
86. McLaren and Giroux, "Writing from the Margins," 21.
87. Hogan, "Europe and the World of Learning," 370.
88. Giroux, "Border Pedagogy in the Age of Postmodernism"; Giroux, "Rethinking the Boundaries of Educational Discourse"; and Peters and Lankshear, "Postmodern Counternarratives."
89. Child et al., "Autonomy or Heteronomy?" 183.
90. Masschelein, "How to Imagine Something Exterior to the System," 529
91. Rorty, Philosophy and the Mirror of Nature.
92. Child et al., "Autonomy or Heteronomy?" 167.
93. Harvey Siegel, Rationality Redeemed? Further Dialogues on an Educational Ideal (New York: Routledge, 1996), 174.
94. Ibid., 176.
95. See Nicholas C. Burbules, "Reasonable Doubt: Toward a Postmodern Defense of Reason as an Educational Aim," in Critical Conversations in Philosophy of Education, ed. Kohli
96. Siegel, Rationality Redeemed? 180;
97. and Harvey Siegel, "Knowledge, Truth, and Education," in Education, Knowledge, and Truth: Beyond the Postmodern Impasse, ed. David Carr (New York: Routledge, 1998), 30.
98. Kohli, "Critical Education and Embodied Subjects," 516.
99. Compare with Helena Stellwag, "Positief of negatief" ["Positive or Negative"] Pedagogische Studiën 39, no. 4 (1962): 321-332.
100. Lather, "Critical Pedagogy and Its Complicities," 497.
101. Hogan, "Europe and the World of Learning," 371.