The problem of the present

On simultaneity, synchronisation and transnational education projects

Datos Bibliográficos

ID8094918
AutoresPieter Vanden Broeck (0000-0003-4943-8938, Institut d’analyse du changement dans l’histoire et les sociétés contemporaines, UCLouvain, Louvain-la-Neuve, Belgium, autor de correspondencia)
Año2020
Volumen52
Número6
Páginas664-675
Fecha de publicación2020-01-05
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaEducational Philosophy and Theory (JOURNAL)
Identificadores de la revistaISSN: 0013-1857 • E-ISSN: 1469-5812
EditorialTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131857.2019.1707662
OpenAlexW2996992938
IdiomaEN
Citas recibidas10
Referencias citadas30

The current inclination, at the European level, to fund education in the form of projects radicalises the modern orientation towards the present as the attempt to bind a yet indeterminate future. This article proposes a close re-reading of Niklas Luhmann’s sociological oeuvre in order to problematise the place of the present in modern education. In an effort to sketch out the need for a new educational ecology, it then draws attention to how transnational projects articulate their educational meaning

Economics · Epistemology · Meaning (existential · Order (exchange · Political science · Reading (process · Simultaneity · Sketch · Social science · Sociology · Computer Science · Critical Theory and Philosophy · Law · Philosophical and Historical Studies · Philosophy · Sociology and Education Studies