The Philosophy of Education as the Economy and Ecology of Pedagogical Knowledge

Studies in Philosophy and Education 34 (6):651-664 (2015)

Abstract
What does reflection on educational theory and education today actually aim at, if theory and practice can no longer be formulated as a unity? This article describes the German discourse of educational philosophy and outlines its critical view discussing the “limits of understanding subjectivity”. In the following parts it is argued that the philosophy of education of the future will encompass an “economy” as well as an “ecology” of pedagogical or educational knowledge. Here, analyses of contemporary educational practices are brought together with the invention and discovery of other or alternative possibilities
Keywords Power  Critique  Educational evidence  Individualization
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DOI 10.1007/s11217-014-9445-0
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The Cosmopolitical Proposal.Isabelle Stengers - 2005 - In Bruno Latour & Peter Weibel (eds.), Making Things Public. MIT Press. pp. 994--1003.

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