Autonomy and critique in the goal-oriented university
The paradox of teaching reflexivity
Bibliographic Data
| ID | 11952260 |
|---|---|
| Authors | Leo Berglund (0000-0002-8507-8274, University of Gothenburg, corresponding author) |
| Year | 2024 |
| Volume | 59 |
| Issue | 1 |
| Pages | 31-42 |
| Publication date | 2024-08-04 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/jopedu/qhae052 |
| OpenAlex | W4401857806 |
| Language | EN |
| Citations received | 1 |
| References cited | 23 |
This article explores the meaning of the task of teaching students to formulate critique in relation to the so-called ‘pedagogical paradox’, according to which the educational ideal of individual autonomy is contradicted by the practice of planning and control, which is particularly pronounced in the influential model of ‘constructive alignment’. Taking Kant’s idea of enlightenment and autonomy as a starting point, I introduce Luc Boltanski’s concept of reflexivity and link it to Jon Elster’s discussion of ‘states that are essentially by-products’. In doing so, I advance the view that genuine critique typically emerges from a shift in perspective, from the pragmatic realization of goals according to institutionalized practices to a metapragmatic reflection on those practices. Since teaching is itself an institutionalized practice, personal reflexivity can only be understood as a by-product of teaching, and, contra the logic of models like constructive alignment, it cannot be set as a direct objective. Emerging from the subject itself, rather than from the influence of an educational technique, personal reflexivity should be recognized as an important aspect of the subject’s transition from youth to maturity
Autonomy · Constructive · Enlightenment · Epistemology · Ideal (ethics · Meaning (existential · Pedagogy · Perspective (graphical · Political science · Process (computing · Reflexivity · Set (abstract data type · Social science · Sociology · Subject (documents · Computer Science · Education and Critical Thinking Development · Educational Philosophies and Pedagogies · Educational Strategies and Epistemologies · Philosophy
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| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |