Intersubjective Recognition and the Development of Propositional Thinking
Bibliographic Data
| ID | 11952502 |
|---|---|
| Authors | Krassimir Stojanov (Hannover Re (Germany), corresponding author) |
| Year | 2007 |
| Volume | 41 |
| Issue | 1 |
| Pages | 75-93 |
| Publication date | 2007-02-01 |
| 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 | 10.1111/j.1467-9752.2007.00545.x |
| OpenAlex | W1973675711 |
| Language | EN |
| Citations received | 6 |
| References cited | 5 |
The paper's main purpose is to show that the new recognition paradigm could have a great impact on the philosophy of education. The author demonstrates that impact by a comparative analysis of both Axel Honneth's theory of intersubjectively founded self-realisation and Robert Brandom's concept of socially mediated propositional articulation. The focus of the analysis is the question of the social prerequisites and intersubjective mechanisms of the development of propositional thinking as a core dimension of subjectivity. On the ground of the analytic work carried out by the paper some basic features of development-supportive pedagogical interactions can be formulated
Articulation (sociology · Dimension (graph theory · Epistemology · Focus (optics · Intersubjectivity · Political science · Realisation · Sociology · Subjectivity · Education and Professional Development · Educational Methods and Teacher Development · Philosophy · Psychology · Psychology of Development and Education
A theory of recognition as framework for religious education. Reading Axel Honneth from a pedagogical and theological perspective
Celebrating diversity in education and the special case of disability
Understanding the place and value of GenAI feedback
The Problematic Challenges of Misrecognition for Pedagogic Action
We only take Ukrainians, we do not take the other rabble” – the intersectional construction of diversity. Belonging, inclusion and exclusion in educational institutions
Discourse and Recognition as Normative Grounds for Radical Pedagogy
| Citations per year | 0.4 |
|---|---|
| Citation span | 2011 - 2025 (15) |
| Highly cited | No |