Analyse & Kritik 39 (2):373-392 (2017)

Authors
Julian Culp
American University of Paris
Abstract
Lyotard defines being postmodern as an ‘incredulity toward metanarratives’. Such incredulity includes, in particular, skepticism vis-à-vis Enlightenment ideals like autonomy. Motivated by such skepticism, several educational scholars put into question education for autonomy as it is practiced in the formal settings of national school systems. More specifically, they criticize that practices of autonomy education can have certain normalizing and ideological e￿ects that undermine the aim of creating autonomous subjects. This article examines these critiques of education for autonomy and argues that they are best understood as calls for reforming educational practices, and not as outright rejections of education for autonomy. Thus, since the allegedly ‘postmodern’ critiques of autonomy education cannot be plausibly understood as radical ruptures with Enlightenment ideals, the article concludes that these critiques represent (merely) constructive self-critical reflections on what Habermas dubbed the ‘unfinished project of modernity’.
Keywords Autonomy  schooling  ideology  post-modernism  education
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DOI 10.1515/auk-2017-0020
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References found in this work BETA

Compulsory Autonomy-Promoting Education.Anders Schinkel - 2010 - Educational Theory 60 (1):97-116.
Compulsory Autonomy‐Promoting Education.Anders Schinkel - 2010 - Educational Theory 60 (1):97-116.

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Citations of this work BETA

Postmodernity and its Clowns.Johannes Drerup - 2018 - Educational Philosophy and Theory 50 (14):1358-1359.

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Compulsory Autonomy‐Promoting Education.Anders Schinkel - 2010 - Educational Theory 60 (1):97-116.
Compulsory Autonomy-Promoting Education.Anders Schinkel - 2010 - Educational Theory 60 (1):97-116.

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