Professing education in a postmodern age

Journal of Philosophy of Education 31 (2):309–327 (1997)
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Abstract

Although this paper is a written version of an inaugural lecture given at the University of Sheffield in December 1995, its central thesis is that, in a postmodern age, the practice of professors of education giving inaugural lectures is incoherent. To advance this thesis in an inaugural lecture entails an obvious contradiction which, it is proposed, can only be resolved by examining the historical origins of the inaugural lecture in the early medieval university. What emerges from this examination is not only that there is a pre-modern version of the inaugural lecture but that the virtue-based understanding of education which it presupposed can be revised and advanced in the postmodern world.

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Citations of this work

Educating Semiosis: Foundational Concepts for an Ecological Edusemiotic.Cary Campbell - 2018 - Studies in Philosophy and Education 38 (3):291-317.
Virtue, Practical Wisdom and Character in Teaching.Sandra Cooke & David Carr - 2014 - British Journal of Educational Studies 62 (2):91-110.
Education, Contestation and Confusions of Sense and Concept.David Carr - 2010 - British Journal of Educational Studies 58 (1):89-104.

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