David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory 43 (7):755-772 (2011)
This article presents a discussion of how postmodernist, poststructuralist and critical educational thinking relate to different theories of power. I argue that both Critical Theory and some poststructuralist ideas base themselves on a concept of power borrowed from a modernist tradition. I argue as well that we are better off combining a postmodern idea of education with a postmodern idea of power. To this end the concept of power presented by the works of Ernesto Laclau and Chantal Mouffe is introduced. This concept controverts a number of major educational concepts, i.e. concepts such as causality, autonomy, subjectivity and originality. In other words, it allows us to take a fresh look at old concepts. Finally, I relate the discussion to a number of recent theories of learning
|Keywords||post structuralism Critical Theory discourse analysis power learning post modernity|
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References found in this work BETA
Immanuel Kant (2007/1991). Critique of Pure Reason. In Elizabeth Schmidt Radcliffe, Richard McCarty, Fritz Allhoff & Anand Vaidya (eds.), Philosophy and Phenomenological Research. Blackwell Pub. Ltd. 449-451.
Richard Rorty (1999). Philosophy and Social Hope. Penguin Books.
I. Kant (1984). Critique of Pure Reason. Philosophy 59 (230):555-557.
Michel Foucault & Colin Gordon (1980). Power/Knowledge Selected Interviews and Other Writings, 1972-1977.
J. F. Lyotard (1985). The Post-Modern Condition: A Report on Knowledge. Australasian Journal of Philosophy 63:520.
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