Educational Philosophy and Theory 47 (1):61-83 (2015)

Abstract
In this article, I try to make sense conventional notions of ‘premodernism’, ‘modernism’ and ‘postmodernism’ as ways of relating to reality, and apply them to education. I argue for the additional notion of ‘neo-premodernism’ to make sense of recent attempts to engineer social reality. Each of these four approaches coexists and constitutes the four ages: the age of prayer, the age of reason, the age of social engineering and the age of responsibility. I try to trace these ages in modern schooling and critically analyze their consequences and the power relations between teachers and students.
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DOI 10.1080/00131857.2013.860369
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References found in this work BETA

Problems of Dostoevsky’s Poetics.Mikhail Bakhtin - 1984 - Univ of Minnesota Press.
Laboratory Life. The Social Construction of Scientific Facts.Bruno Latour & Steve Woolgar - 1982 - Journal for General Philosophy of Science / Zeitschrift für Allgemeine Wissenschaftstheorie 13 (1):166-170.

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Ethic Authorial Dialogism as a Candidate for Post-Postmodernism.Eugene Matusov - 2018 - Educational Philosophy and Theory 50 (14):1467-1468.

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