Journal of Philosophy of Education 47 (3):407-422 (2013)

Authors
Ian James Kidd
Nottingham University
Abstract
This article offers a sympathetic interpretation of Paul Feyerabend's remarks on science and education. I present a formative episode in the development of his educational ideas—the ‘Berkeley experience'—and describe how it affected his views on the place of science within modern education. It emerges that Feyerabend arrived at a conception of education closely related to that of Michael Oakeshott and Martin Heidegger—that of education as ‘releasement’. Each of those three figures argued that the purpose of education was not to induct students into prevailing norms and convictions, but rather to initiate them into the ‘civilized inheritance of mankind’. I conclude that interpreting Feyerabend's educational ideas within this conception of education as releasement lends a new coherence to his remarks on science and education, in a way that renders certain of his political proposals—such as the ‘separation of science and the state'—both more coherent and more compelling
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DOI 10.1111/1467-9752.12009
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References found in this work BETA

Science, Policy, and the Value-Free Ideal.Heather Douglas - 2009 - University of Pittsburgh Press.
Against Method.Paul Feyerabend - 1975 - London: New Left Books.
Contingency, Irony, and Solidarity.Richard Rorty - 1989 - Cambridge University Press.

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Citations of this work BETA

Charging Others With Epistemic Vice.Ian James Kidd - 2016 - The Monist 99 (3):181-197.
Paul Feyerabend.John Preston - 2008 - Stanford Encyclopedia of Philosophy.
Feyerabend on Politics, Education, and Scientific Culture.Ian James Kidd - 2016 - Studies in History and Philosophy of Science Part A 57:121-128.
Introduction: Reappraising Paul Feyerabend.Matthew J. Brown & Ian James Kidd - 2016 - Studies in History and Philosophy of Science Part A 57:1-8.

View all 7 citations / Add more citations

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