Educational Philosophy and Theory 49 (5):462-472 (2017)

Zygmunt Bauman has devoted considerable amount of attention to the discussion of the educational challenges in liquid modernity. While a good deal of professional attention has been given to Bauman’s concept in various fields and disciplines, his views on education have received relatively little response by educational theorists and practitioners. The aim of this article is to assess Bauman’s prognosis and diagnosis for education in liquid modernity and argue that even if one generally accepts Bauman’s portrayal of current society, his educational view must presuppose ‘solid’ elements if it is to remain consistent. The article offers some critical reflections with regard to these themes by appealing in particular to the notion of self-critical appropriation, as it is employed in the work of Jurgen Habermas. It is with this notion that it is possible to overcome inconsistencies in Bauman’s educational views and form the basis for understanding how to account for the development of authentic personhood in the social climate of liquid modernity.
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DOI 10.1080/00131857.2016.1248337
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References found in this work BETA

The Ethics of Authenticity.Charles Taylor - 1992 - Harvard University Press.
Risk Society: Towards a New Modernity.Ulrich Beck, Mark Ritter & Jennifer Brown - 1993 - Environmental Values 2 (4):367-368.
Moral Consciousness and Communicative Action.David M. Rasmussen - 1993 - Philosophical Quarterly 43 (173):571.
Four Essays on Liberty.Isaiah Berlin - 1969 - Oxford University Press.

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The Dual-Impulse of Modernity.Ariel Sarid - 2018 - Educational Philosophy and Theory 50 (14):1394-1395.

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