Epistemology in Excess? A Response to Williams

Journal of Philosophy of Education 51 (1):193-213 (2017)
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Abstract

Emma Williams’ ‘In Excess of Epistemology’ admirably endeavours to open the way to an account of critical thinking that goes beyond the one I have defended ad nauseum in recent decades by developing, via the work of Charles Taylor and Martin Heidegger, ‘a radically different conception of thinking and the human being who thinks’, one that ‘does more justice to receptive and responsible conditions of human thought.’ In this response I hope to show that much of Williams’ alternative approach is compatible with my own; that, where incompatible, the alternative is problematic; and, finally, that there is a risk of talking past one another, talking at cross-purposes, that all sides must work to overcome.

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References found in this work

Philosophical Arguments.Charles Taylor - 1997 - Philosophical Quarterly 47 (186):94-96.
The epistemic aims of education.Emily Robertson - 2009 - In Harvey Siegel (ed.), The Oxford handbook of philosophy of education. New York: Oxford University Press. pp. 11--34.
Learning from Others.David Bakhurst - 2013 - Journal of Philosophy of Education 47 (2):187-203.
Truth, Thinking, Testimony and Trust: Alvin Goldman on Epistemology and Education.Harvey Siegel - 2007 - Philosophy and Phenomenological Research 71 (2):345-366.
Conditions of Knowledge.Israel Scheffler - 1968 - Critica 2 (5):103-112.

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