Method, Philosophy of Education and the Sphere of the Practico‐Inert

In Claudia Ruitenberg (ed.), What do Philosophers of Education do? Oxford, UK: Wiley‐Blackwell. pp. 131–149 (2010)
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Abstract

This chapter contains sections titled: Introduction Education and the Realm of the Practico‐Inert Assessment, Praxis, Practice and the Practico‐Inert Education, Method and the Incrimination of the Everyday Conclusion: Routes, Routines, Methods and Aporias Notes References.

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method, philosophy of education ‐ and sphere of practico‐inert   philosophy of education, genitive ‘of’ ‐ bringing philosophy and education together   education, subservient position ‐ with status of a specialised region of enquiry   philosophy of education, and philosophical theories ‐ competing for applicability, verifiability and vindication through the concrete   questions guiding research ‐ ‘what would x (philosopher) think about y (educational topic)?’   topic of cosmopolitanism and education ‐ transferring philosophical positions into education   Sartrean distinction between in‐itself (en‐soi) ‐ and the for‐itself (pour‐soi) in Being and Nothingness   assessment, praxis, practice and the practico‐inert   Sartre, Arendt and Badiou, emblematic stops ‐ philosophical course of suspicion of facticity, of realities related to law, knowledge and everydayness   routes, routines, methods and aporias

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9781444322804   9781444332971

DOI

10.1002/9781444322804.ch10

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