Educational Philosophy and Theory 50 (5):510-518 (2018)

Renia Gasparatou
University of Patras
Originating from philosophy and science, many different ideas have made their way into educational policies. Educational policies often take such ideas completely out of context, and enforce them as general norms to every aspect of education; even opposing ideals make their way into school’s curricula, teaching techniques, assignments, and procedures. Meanwhile, inside the actual classrooms, teachers and students are left in limbo, trying to comply with, techniques, evaluation forms and a growing technical educational vocabulary. Here I would like to propose an antidote to this absurdity by reminding us what teachers and students already know. Such an antidote can be found in J. L. Austin’s speech act theory. In this paper, I propose we revisit speech act theory and treat it as an educational theory. That might help us dismantle false dichotomies troubling education for decades. The point is not that the discussion over educational policies and priorities should stop, but that it should be kept in appropriate perspective. A modified speech act theory can help us facilitate such a perspective.
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DOI 10.1080/00131857.2017.1382353
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References found in this work BETA

Knowledge in a Social World.Alvin Ira Goldman - 1999 - Oxford, England: Oxford University Press.
Knowledge in a Social World.Alvin I. Goldman - 2002 - Philosophy and Phenomenological Research 64 (1):185-190.
The Passions.Robert C. Solomon - 1976 - University of Notre Dame Press.
Sense and Sensibilia.J. L. Austin - 1962 - Oxford University Press USA.

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