Philosophizing about education in a postmodern society: the role of sacred myth and ritual in education

Studies in Philosophy and Education 15 (1):69-76 (1996)
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In modern societies, educational philosophy concentrated on concept clarification and the structure of bodies of knowledge, especially science. This modernist project was found wanting, given its connections with ideologies of exploitation, violence and greed. Educational philosophy should, therefore, develop a “new key” for making the role of the aesthetic and ethical in cultural life and education meaningful. In particular, a study of ancient and traditional cultures reveals the centrality of sacred myths and rituals as means for creating coherent cultural patterns which are inspirational and foster well-being. Because of the postmodern aversion to theology-as-ideology and the sensitivity to diverse perspectives and populations, the reclaiming and recreation of appropriate cultural myths and rituals is especially challenging. I present, in outline, what I think are reasonable approaches to that challenge.



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Ritual, Imitation and Education in R. S. Peters.Bryan R. Warnick - 2009 - Journal of Philosophy of Education 43 (supplement s1):57-74.

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References found in this work

Philosophy in a new key.Susanne Katherina Knauth Langer - 1942 - Cambridge,: Harvard University Press.
Philosophy in a New Key. [REVIEW]Dewitt H. Parker - 1943 - Philosophical Review 52 (3):306.

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