Education After Dewey by Paul Fairfield

By Paul Fairfield

This examine re-examines John Dewey’s philosophy of schooling, and asks how good it stands up at the present time in view of advancements in Continental ecu philosophy. Do Martin Heidegger’s statements at the nature of considering compel a re-evaluation of Dewey’s view? Does Hans-Georg Gadamer’s philosophy of expertise develop past Dewey’s experimental version? How does a Deweyan view of ethical or political schooling glance in gentle of Hannah Arendt’s idea of judgment, or Paulo Freires’s idea of dialogical schooling? half considered one of this learn seems to be at Dewey’s conceptions of expertise and pondering in reference to of an important figures in twentieth-century phenomenology and hermeneutics: Heidegger and Gadamer. It additionally returns to an outdated contrast within the philosophy of schooling among progressivism and conservatism, so one can situate and make clear Dewey’s place and to border the argument of this publication. half applies this principled framework to the educating of numerous disciplines of the human sciences: philosophy, faith, ethics, politics, background, and literature. those are mentioned almost about the writings of Friedrich Nietzsche, John Caputo, Hannah Arendt, Paulo Freire, Michel Foucault, and Paul Ricoeur.

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Its new watchwords are skills, competences and techniques, flexibility, independence, targets and performance indicators, qualifications and credentials, learning outcomes. Profound objections, from both theoretical and practical perspectives, to established shibboleths are angrily dismissed as idle or self-indulgent diversions from brute educational necessities. . 16 Two other theorists writing in the same volume similarly lament this new ‘rhetoric of the marketplace’: Headteachers’ conference bars rang to the sound of ‘marketing strategies’, ‘mission statements’ and ‘business plans’, ‘performance measures’ and ‘performance-related pay’; parents became ‘customers’ or ‘clients’; heads of department were constituted into ‘senior management teams’ and became ‘line managers’.

Thus a genuine conversation is never the one that we wanted to conduct. Rather, it is generally more correct to say that we fall into conversation, or even that we become involved in it. The way one word follows another, with the conversation taking its own twists and reaching its own conclusion, may well be conducted in some way, but the partners conversing are less the leaders of it than the led. No one knows in advance what will ‘come out’ of a conversation. Understanding or its failure is like an event that happens to us.

So as well will be our untimely claim that education is and will always remain an art. While it undoubtedly benefits from empirical investigation into human psychology and cognition, the essence of education remains the search for understanding and selfunderstanding that occurs between educators, students, and the subject matter. The imperative to ‘make it scientific’, whether it be for purposes of disciplinary legitimation or simply because in an age of science the imperative has become something of an axiom, will not succeed in transforming what is by its nature an art and a practice into a science or technique.

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