David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jonathan Jenkins Ichikawa
Jack Alan Reynolds
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Educational Philosophy and Theory 44 (5):535-545 (2011)
As a way of participating in the discussion on the disciplinary nature of philosophy of education, this article attempts to find another distinctive way of relating philosophy to education for the studies in philosophy of education. Recasting philosophical skepticism, which has been dismissed by Dewey and Rorty in their critiques of modern epistemology, it explores whether Cavell's romantic interpretation of it can allow us to conceive of skepticism as an exemplary practice of education, especially internal to the learner. This opens up the possibility of viewing the disciplinary nature of philosophy of education as congenial to other humanities like literature or religious studies, rather than to social sciences as usually considered
|Keywords||Cavell nature of philosophy of education philosophical skepticism practice of education confessional discourse|
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References found in this work BETA
R. Rorty (1981). Philosophy and the Mirror of Nature. Princeton University Press.
Richard Rorty (1989). Contingency, Irony, and Solidarity. Cambridge University Press.
Richard Rorty (1982). Consequences of Pragmatism. University of Minnesota Press.
Stanley Cavell (1979). The Claim of Reason: Wittgenstein, Skepticism, Morality, and Tragedy. Oxford University Press.
Stanley Cavell (2002). Must We Mean What We Say?: A Book of Essays. Cambridge University Press.
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