An edifying philosophy of education? Starting a conversation between Rorty and post-critical pedagogy

Ethics and Education 14 (4):482-496 (2019)
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Abstract

ABSTRACTIn this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing on the shared attitude towards the critical-negative attitude of poststructuralist thought, the significance of the subject-matter in education and an interpretation of pedagogical hermeneutics through the lens of the Rortyan idea of edification. In the conclusion, by distinguishing two views of hope – an eventist and a transitionalist – it is argued that it is precisely in this theme, which seems to be a privileged meeting ground for Rorty and post-critical pedagogy, that there may lie a major fault line.

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Stefano Oliverio
University of Naples Federico II

Citations of this work

Dead-Ending Philosophy?Stefano Oliverio - 2020 - European Journal of Pragmatism and American Philosophy 12 (1).
Rorty, Post-Critical Pedagogy and Hope: A Response.Marina Schwimmer - 2019 - Ethics and Education 14 (4):497-504.

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