An edifying philosophy of education? Starting a conversation between Rorty and post-critical pedagogy

Datos Bibliográficos

ID15542359
AutoresStefano Oliverio (0000-0001-9440-5516, University of Naples Federico II, autor de correspondencia)
Año2019
Volumen14
Número4
Páginas482-496
Fecha de publicación2019-09-18
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEthics and Education (JOURNAL)
Identificadores de la revistaISSN: 1744-9642 • E-ISSN: 1744-9650
EditorialRoutledge (PUBLISHER • GB)
DOI10.1080/17449642.2019.1669311
OpenAlexW2974807275
IdiomaEN
Citas recibidas13
Referencias citadas10

In this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing on the shared attitude towards the critical-negative attitude of poststructuralist thought, the significance of the subject-matter in education and an interpretation of pedagogical hermeneutics (a key notion of post-critical pedagogy) through the lens of the Rortyan idea of edification. In the conclusion, by distinguishing two views of hope – an eventist and a transitionalist – it is argued that it is precisely in this theme, which seems to be a privileged meeting ground for Rorty and post-critical pedagogy, that there may lie a major fault line

Conversation · Critical pedagogy · Critical theory · Epistemology · Hermeneutics · Interpretation (philosophy · Linguistics · Metaphysics · Pedagogy · Political science · Relevance (law · Sociology · Education and Critical Thinking Development · Philosophy · Philosophy, Ethics, and Existentialism · Pragmatism in Philosophy and Education