The achievement principle, education, and recognition
Bibliographic Data
| ID | 12848218 |
|---|---|
| Authors | Teemu Hanhela (University of Oulu, corresponding author) |
| Year | 2012 |
| Volume | 13 |
| Issue | 1 |
| Pages | 77-92 |
| Publication date | 2012-02-20 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Distinktion Journal of Social Theory (JOURNAL) |
| Journal identifiers | ISSN: 1600-910X • E-ISSN: 2159-9149 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/1600910x.2011.643090 |
| OpenAlex | W2080620148 |
| Language | EN |
| Citations received | 1 |
| References cited | 16 |
This paper examines how the ‘old’ achievement principle – elaborated on by the critical pedagogy theorists in the 1960s and 1970s in the context of schools – might be understood today. The main result of critical pedagogy is the critique of traditional school assessment; that critique argues that schools reproduce inequality by using an elaborated language code in their assessments of students, thereby supporting a hope of success in upper-class children and a fear of failure in lower-class children. However, the solutions to this problem offered by the critical pedagogy theorists bring us to the paradox of empty content with regard to pedagogical action. The paradox of empty content, an inability to define any clear content for pedagogical action, arises in particular from the central ideas of critical pedagogy by which content for pedagogical action is deduced from problem-solving processes in the classroom. The author concludes that the paradox of empty content may be overcome by following Axel Honneth's recent notion of a drawn-out process of education, in relation to which Hegel's concept of ethical life comprises three different cognitive world relations, and the corresponding language games offer sufficient content for pedagogical action
Action (physics · Action research · Class (philosophy · Content (measure theory · Context (archaeology · Critical pedagogy · Critical theory · Critical thinking · Epistemology · Hegelianism · Mathematics education · Pedagogy · Sociology · Critical and Liberation Pedagogy · Critical Theory and Philosophy · Global Educational Policies and Reforms · Mathematics · Philosophy · Psychology
The struggle for recognition
Grounding Recognition
Esteem for Contributions to the Common Good
Recognition as Ideology
Interpersonal Recognition
Beyond Communication. A Critical Study of Axel Honneth's Social Philosophy
Overcoming Social Pathologies in Education
Work and the Struggle for Recognition
Rights, Contribution, Achievement and the World
Paradoxes of Capitalism
From Elite University to Mass Higher Education
Recognition and Justice
| Citations per year | 0.13 |
|---|---|
| Citation span | 2018 - 2018 (1) |
| Highly cited | No |