Philosophical Arguments, Historical Contexts, and Theory of Education
Bibliographic Data
| ID | 8857547 |
|---|---|
| Authors | Daniel Tröhler (0000-0001-5616-2840, a University of Applied Sciences, Zurich and the Pestalozzianum Research Institute for the History of Education, corresponding author) |
| Year | 2007 |
| Volume | 39 |
| Issue | 1 |
| Pages | 10-19 |
| Publication date | 2007-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Philosophy and Theory (JOURNAL) |
| Journal identifiers | ISSN: 0013-1857 • E-ISSN: 1469-5812 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1111/j.1469-5812.2007.00235.x |
| OpenAlex | W1976179382 |
| Language | EN |
| References cited | 12 |
This paper argues that many philosophical arguments within the education discourse are too little embedded in their own historical contexts. Starting out from the obvious fact that philosophers of education use sources from the past, the paper asks how we can deal with the arguments that these sources contain. The general attitude within philosophy of education, which views arguments as timeless, is being challenged by the insight that arguments always depend upon their own contexts. For this reason, citing past authors, heroes, or enemies without respecting the context says more about our interest at the present time than it does about the times of the authors examined. Conversely, the contextual approach helps us to avoid believing that ‘timeless truths’ are to be found in different texts of different ages. However, the present contribution in no way advocates a total relativization of statements. Quite the contrary; it claims that the contextual approach helps us to understand the traditions and contexts within which we ourselves, as researchers, are positioned. And this self‐awareness is believed to be the proper starting position for theoretical statements about education
Context (archaeology · Epistemology · Higher education · Philosophical theory · Philosophy of education · Political science · Sociology · Timeless · Education and Critical Thinking Development · History · Law · Philosophy · Psychology · Religious Education and Schools · Seventeenth-Century Political and Philosophical Thought
| Citation velocity | historical |
|---|---|
| Highly cited | No |