Witnessing Deconstruction in Education: Why Quasi‐Transcendentalism Matters

In Claudia Ruitenberg (ed.), What do Philosophers of Education do? Oxford, UK: Wiley‐Blackwell. pp. 73–86 (2010)
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Abstract

This chapter contains sections titled: Introduction: The End(s) of Deconstruction Metaphysics‐in‐Deconstruction: A Witness Report Deconstruction in Education—Education‐Indeconstruction Openings, Closures, and In(Ter)Ventions Doing and Undoing Philosophy of Education Notes References.

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witnessing deconstruction in education ‐ Why Quasi‐Transcendentalism Matters   Derrida, ‘Deconstruction is X’ or ‘Deconstruction is not X’ ‐ a priori miss the point   metaphysics‐in‐deconstruction ‐ reading Derrida, through his critique of metaphysics   metaphysics of presence, determination of meaning of being as presence   deconstruction, opening and ‐ openness towards an unforeseeable in‐coming   For Derrida ‘the impossible’ ‐ not what is impossible but what cannot be foreseen as a possibility   deconstruction in education ‐ education‐in‐deconstruction   transportation of bits of information ‐ from one location to another   deconstructive nature of educational communication ‐ ‘slippage’ in processes of education   doing and undoing philosophy of education

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9781444322804   9781444332971

DOI

10.1002/9781444322804.ch6

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Gert Biesta
University of Edinburgh

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