This paper tackles an emerging question in the contemporary debate in educational theory and philosophy: is post-critique a new ‘paradigm’ or rather merely a new attitude within a horizon still fundamentally defined by critique? It is suggested, on the one hand, that post-critique should be taken as an autonomous 'paradigm' and, on the other, that its relationship with the critical 'paradigm' should be construed in terms of complementarity (in the quasi-Bohrian acceptation of the word).
POST-CRITICAL PEDAGOGY AS A NEW PARADIGM? / Oliverio, Stefano; Thoilliez, Bianca. - (2023). (Intervento presentato al convegno Philosophy of Education Society Great Britain Annual Conference tenutosi a New College, Oxford University, Oxford, UK nel 31 marzo -- 2 aprile).
POST-CRITICAL PEDAGOGY AS A NEW PARADIGM?
Stefano Oliverio;
2023
Abstract
This paper tackles an emerging question in the contemporary debate in educational theory and philosophy: is post-critique a new ‘paradigm’ or rather merely a new attitude within a horizon still fundamentally defined by critique? It is suggested, on the one hand, that post-critique should be taken as an autonomous 'paradigm' and, on the other, that its relationship with the critical 'paradigm' should be construed in terms of complementarity (in the quasi-Bohrian acceptation of the word).I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
