Journal of Philosophy of Education 36 (2):265–289 (2002)
AbstractIn this interview, Christopher Norris discusses a wide range of issues having to do with postmodernism, deconstruction and other controversial topics of debate within present-day philosophy and critical theory. More specifically he challenges the view of deconstruction as just another offshoot of the broader postmodernist trend in cultural studies and the social sciences. Norris puts the case for deconstruction as continuing the 'unfinished project of modernity' and—in particular—for Derrida's work as sustaining the values of enlightened critical reason in various spheres of thought from epistemology to ethics, sociology and politics. Along the way he addresses a number of questions that have lately been raised with particular urgency for teachers and educationalists, among them the revival of creationist doctrine and the idea of scientific knowledge as a social, cultural, or discursive construct. In this context he addresses the 'science wars' or the debate between those who uphold t
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Citations of this work
Out of the Ordinary: Incorporating Limits with Austin and Derrida.Emma Williams - 2014 - Educational Philosophy and Theory 46 (12):1-16.
Crossing the Divide Within Continental Philosophy: Reconstruction, Deconstruction, Dialogue and Education.Marianna Papastephanou - 2012 - Studies in Philosophy and Education 31 (2):153-170.
Doing Justice to Geography in the Secondary School: Deconstruction, Invention and the National Curriculum.Christine Winter - 2006 - British Journal of Educational Studies 54 (2):212-229.
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