Abstract

Though there is much interest nowadays in "aporias" there is relatively little research on the relation between these aporias and deconstruction, and further, between these two and the philosophy of education. First, it will be argued here that a sufficient understanding of the aporias must preserve the complexity of Aristotle’s own understanding and explications, or in other words, must avoid the reductive approaches one sometimes finds in some recent commentaries on studies of Aristotle’s aporias. Second, it will be argued that some critiques of Aristotelian aporias, such as a deconstructive critique, require careful scrutiny. Third it will be argued that the complex Aristotelian understanding of aporias is by no means a tired or exhausted paradigm - far from it; it has rather some significant implications for educators and in relation to educational thinking in the twenty first century, especially when understood in relation to Wittgenstein’s work on some questions, some language games, as knots in our understanding (significantly, Aristotle used just the same kind of metaphor in relation to aporias).