Prometheus in the classroom
A critical assessment
Bibliographic Data
| ID | 7759501 |
|---|---|
| Authors | Romain Mollard (Philosophy and Education, University of Paris Est Creteil (UPEC), Paris, France, corresponding author) |
| Year | 2025 |
| Volume | 57 |
| Issue | 5 |
| Pages | 489-499 |
| Publication date | 2025-04-16 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00131857.2024.2422438 |
| OpenAlex | W4404069450 |
| Language | EN |
| References cited | 3 |
The article explores several tensions in Bernard Stiegler’s philosophy of education. This article evaluates the epistemological and philosophical significance of the Prometheus myth in Stiegler’s work. It also examines Stiegler’s biographical reflections on how he became a philosopher, alongside his understanding of psychoanalysis (given Freud’s interpretation of the myth as a master discourse) and child psychology. The goal is to investigate the educational value of the Prometheus myth, as well as myths in general: what did Stiegler learn, and what can we learn from it? What insights did Prometheus gain? Furthermore, how can myths be utilized as teaching material according to Stiegler’s educational philosophy? Addressing these questions necessitates an exploration of the concept of fault, interpreted as hubris by the Greeks and later taken up by Stiegler
Critical theory · Critical thinking · Epistemology · Mathematics education · Pedagogy · Sociology · Education and Critical Thinking Development · Philosophy · Psychology
| Citation velocity | historical |
|---|---|
| Highly cited | No |