Education, Knowledge and Truth: Beyond the Postmodern Impasse (Routledge International Studies in the Philosophy of Education)

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9780415163170: Education, Knowledge and Truth: Beyond the Postmodern Impasse (Routledge International Studies in the Philosophy of Education)
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This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education.

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"timely. this is an important book for any person in the "world" of education, and especially for courses in professional ethics."
-"Educational Philosophy and Theory
"This book sets out to provoke, and it succeeds. Carr is right to claim in his concluding words that if teachers are more than purveyors of second-hand information or deliverers of someone else's curriculum, they need to be enable to ask philosophical question about the disciplines they are concerned with. This collection brings together essays appropriate to the task."
-"Philosophical Quarterly

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9781138881068: Education, Knowledge and Truth: Beyond the Postmodern Impasse (Routledge International Studies in the Philosophy of Education)

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Book Description Taylor Francis Ltd, United Kingdom, 1999. Hardback. Condition: New. New. Language: English . Brand New Book ***** Print on Demand *****. This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of postmodern philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education. Seller Inventory # APC9780415163170

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Book Description Taylor Francis Ltd, United Kingdom, 1999. Hardback. Condition: New. New. Language: English . Brand New Book ***** Print on Demand *****.This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of postmodern philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education. Seller Inventory # APC9780415163170

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