(Im)Pertinent questions for the philosophy of education

Detalhes bibliográficos
Autor(a) principal: Goergen, Pedro
Data de Publicação: 2006
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/28028
Resumo: The postmodern criticism of the directions of modernity has given rise to an intense discussion over some of the basic presuppositions of the Enlightenment tradition. Among these one finds the notions of philosophy of history, of subject, and of values. We live in a troubled moment of history in which not just the philosophy of history, but also reason and subjectivity, the foundations and values, the identities and certainties, become ambiguous. The vacillation over these cornerstone concepts, that guide the thought and action of the modern man, affects life in all its dimensions. And because such concepts represent also the foundations of the educational tradition it is education in particular that finds itself before new challenges, crucial to the establishment of its objectives and practices. This article tries to signal the need of incorporating to the philosophy of education the debates that have been developed in the fields of philosophy, ethics, and aesthetics to assess both the provenance of the postmodern theses, and their possible repercussion in the field of education. It is, therefore, a question of supporting the point of view that it is no longer satisfactory to reject, as a matter of principle, the arguments of the so-called postmodern, but that we should investigate if their reading of contemporary reality is or is not justified and, in the sequence evaluate its implications for the field of educational theory and practice.
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spelling (Im)Pertinent questions for the philosophy of education Questões im-pertinentes para a Filosofia da Educação Filosofia da EducaçãoFilosofia da HistóriaSujeitoValoresPós-modernidadePhilosophy of educationPhilosophy of historySubjectValuesPostmodernity The postmodern criticism of the directions of modernity has given rise to an intense discussion over some of the basic presuppositions of the Enlightenment tradition. Among these one finds the notions of philosophy of history, of subject, and of values. We live in a troubled moment of history in which not just the philosophy of history, but also reason and subjectivity, the foundations and values, the identities and certainties, become ambiguous. The vacillation over these cornerstone concepts, that guide the thought and action of the modern man, affects life in all its dimensions. And because such concepts represent also the foundations of the educational tradition it is education in particular that finds itself before new challenges, crucial to the establishment of its objectives and practices. This article tries to signal the need of incorporating to the philosophy of education the debates that have been developed in the fields of philosophy, ethics, and aesthetics to assess both the provenance of the postmodern theses, and their possible repercussion in the field of education. It is, therefore, a question of supporting the point of view that it is no longer satisfactory to reject, as a matter of principle, the arguments of the so-called postmodern, but that we should investigate if their reading of contemporary reality is or is not justified and, in the sequence evaluate its implications for the field of educational theory and practice. A crítica pós-moderna aos rumos da modernidade provocou uma intensa discussão em torno de alguns pressupostos básicos da tradição iluminista. Entre eles, encontram-se as noções de filosofia da história, de sujeito e de valores. Vivemos um momento histórico conturbado em que não só a filosofia da história, mas também a razão e a subjetividade, os fundamentos e os valores, as identidades e as certezas se tornam ambíguos. O estremecimento desses conceitos angulares, que orientam o pensamento e a ação do homem moderno, afeta a vida em todas as suas dimensões. E como tais conceitos representam também os fundamentos da tradição educacional, é particularmente a educação que se vê diante de novos desafios, cruciais para o estabelecimento de seus objetivos e suas práticas. O presente artigo procura assinalar a necessidade de se incorporar à Filosofia da Educação os debates que vêm sendo desenvolvidos nos campos da Filosofia, da Ética e da Estética para averiguar tanto a procedência das teses pós-modernas, quanto a sua eventual repercussão no campo da Educação. Trata-se, portanto, de defender o ponto de vista de que não é mais satisfatório rejeitar, em princípio, os argumentos dos chamados pós-modernos, mas de averiguar se sua leitura da realidade contemporânea é justificada ou não e, na seqüência, avaliar as implicações para o campo da teoria e da prática educacionais. Universidade de São Paulo. Faculdade de Educação2006-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2802810.1590/S1517-97022006000300011Educação e Pesquisa; v. 32 n. 3 (2006); 589-606Educação e Pesquisa; Vol. 32 No. 3 (2006); 589-606Educação e Pesquisa; Vol. 32 Núm. 3 (2006); 589-6061678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28028/29826Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessGoergen, Pedro2014-10-24T15:44:01Zoai:revistas.usp.br:article/28028Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:44:01Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv (Im)Pertinent questions for the philosophy of education
Questões im-pertinentes para a Filosofia da Educação
title (Im)Pertinent questions for the philosophy of education
spellingShingle (Im)Pertinent questions for the philosophy of education
Goergen, Pedro
Filosofia da Educação
Filosofia da História
Sujeito
Valores
Pós-modernidade
Philosophy of education
Philosophy of history
Subject
Values
Postmodernity
title_short (Im)Pertinent questions for the philosophy of education
title_full (Im)Pertinent questions for the philosophy of education
title_fullStr (Im)Pertinent questions for the philosophy of education
title_full_unstemmed (Im)Pertinent questions for the philosophy of education
title_sort (Im)Pertinent questions for the philosophy of education
author Goergen, Pedro
author_facet Goergen, Pedro
author_role author
dc.contributor.author.fl_str_mv Goergen, Pedro
dc.subject.por.fl_str_mv Filosofia da Educação
Filosofia da História
Sujeito
Valores
Pós-modernidade
Philosophy of education
Philosophy of history
Subject
Values
Postmodernity
topic Filosofia da Educação
Filosofia da História
Sujeito
Valores
Pós-modernidade
Philosophy of education
Philosophy of history
Subject
Values
Postmodernity
description The postmodern criticism of the directions of modernity has given rise to an intense discussion over some of the basic presuppositions of the Enlightenment tradition. Among these one finds the notions of philosophy of history, of subject, and of values. We live in a troubled moment of history in which not just the philosophy of history, but also reason and subjectivity, the foundations and values, the identities and certainties, become ambiguous. The vacillation over these cornerstone concepts, that guide the thought and action of the modern man, affects life in all its dimensions. And because such concepts represent also the foundations of the educational tradition it is education in particular that finds itself before new challenges, crucial to the establishment of its objectives and practices. This article tries to signal the need of incorporating to the philosophy of education the debates that have been developed in the fields of philosophy, ethics, and aesthetics to assess both the provenance of the postmodern theses, and their possible repercussion in the field of education. It is, therefore, a question of supporting the point of view that it is no longer satisfactory to reject, as a matter of principle, the arguments of the so-called postmodern, but that we should investigate if their reading of contemporary reality is or is not justified and, in the sequence evaluate its implications for the field of educational theory and practice.
publishDate 2006
dc.date.none.fl_str_mv 2006-12-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/28028
10.1590/S1517-97022006000300011
url https://www.revistas.usp.br/ep/article/view/28028
identifier_str_mv 10.1590/S1517-97022006000300011
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/28028/29826
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 32 n. 3 (2006); 589-606
Educação e Pesquisa; Vol. 32 No. 3 (2006); 589-606
Educação e Pesquisa; Vol. 32 Núm. 3 (2006); 589-606
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
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