David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
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
Rene Vincente Arcilla (2002). Why Aren't Philosophers and Educators Speaking to Each Other? Educational Theory 52 (1):1-11.
Wilfred Carr (2006). Philosophy, Methodology and Action Research. Journal of Philosophy of Education 40 (4):421–435.
Stanley Cavell (1988). In Quest of the Ordinary: Lines of Skepticism and Romanticism. University of Chicago Press.
Stanley Cavell (2002). Must We Mean What We Say?: A Book of Essays. Cambridge University Press.
Stanley Cavell (1979/1999). The Claim of Reason: Wittgenstein, Skepticism, Morality, and Tragedy. Oxford University Press.
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