A new interpretation of educational philosophy that traces its origins to both social science and philosophy.

This text uses an analysis of the problem of “intertextuality” to deconstruct Foucault’s critique of bourgeois rationality as a suggestion for metaphors in the social sciences, education included. It accepts“intertextuality” as a space that dissolves the distance between subject, object, and text. In so doing “intertextuality” takes the postmodern suggestion that “fiction” can be as informative as “fact” seriouslyand evidentially uses examples from fiction to “show” the dangers of postmodern discourse. In closing this text suggests questions that must be resolved (...) before postmodernism can be useful for the construction of metaphors in the social sciences. (shrink)

This text uses an analysis of the problem of “intertextuality” to deconstruct Foucault’s critique of bourgeois rationality as a suggestion for metaphors in the social sciences, education included. It accepts“intertextuality” as a space that dissolves the distance between subject, object, and text. In so doing “intertextuality” takes the postmodern suggestion that “fiction” can be as informative as “fact” seriouslyand evidentially uses examples from fiction to “show” the dangers of postmodern discourse. In closing this text suggests questions that must be resolved (...) before postmodernism can be useful for the construction of metaphors in the social sciences. (shrink)

It is argued here that understanding John Dewey's thought as that of a prodigal liberal or a fellow traveller does not capture the complexity of his work. It is also important to recognise the portion of his work that is historie morale. In the very best sense it is epic, encapsulating the hopes and dreams of a history of the American people in the early 1900s. It is a work that simultaneously pursues modernity and the past — for the sake (...) of coping with the present. It also calls attention to an unnoticed element in his work 'inexperience'. (shrink)

Summary It would be convenient to pretend that the histories of educational philosophy in Britain and, by extension, the USA and Australia, were responses to a common social and intellectual history but convenience in this case could only be accomplished at the expense of explanatory power. The history of educational philosophy in these three places is parallel but not in common. Philosophy of education in Britain is more closely related to philosophy than is philosophy of education in the USA. Philosophy (...) of education in the USA appropriated the lead of the American Social Science Association and initially retained closer connections with social science than did its English counterpart. Nevertheless, it is argued here that educational philosophy's reference to social science?Victorian and modern?is the missing explanatory element in modem histories of the discipline. The appropriation of education by social science?a common feature of the intellectual history of education in Britain, Australasia, and the USA?leavened the research agenda of educational philosophy in Britain. Peters? educational work can be best understood as an attempt to reunite education with moral philosophy such that the study of education would resume a profile similar to its nineteenth?century counterpart, when it was moral philosophy that provided the most interesting discussions of human nature, primitive customs, and social institutions?education among them. (shrink)