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Neoliberalna epistemologija – od nemogućnosti znanja do ljudskog kapitala

dc.contributor.editorJovanov, Rastko
dc.creatorKrašovec, Primož
dc.date.accessioned2017-11-01T10:17:48Z
dc.date.available2017-11-01T10:17:48Z
dc.date.issued2013
dc.identifier0353-5738
dc.identifier.urihttp://rifdt.instifdt.bg.ac.rs/123456789/1320
dc.description.abstractToday’s discussions on education policy mostly consist of uncritical shuffling of allegedly neutral and merely technical or practical notions such as life-long learning, learning to learn or problem-solving and are based on similarly uncritical acceptance of socio-economic theories of the knowledge society, which is supposed to present an objective framework of education reforms. The aim of this article is to sketch the history of mentioned notions and to present a critique of theories of the knowledge society through an analysis of its tacit political content. To this aim, we took upon early neoliberal epistemology (Hayek and Polanyi) as well as its transition towards theories of human capital (Drucker and Machlup).eng
dc.format24 4 (2013) 63-83
dc.formatapplication/pdf
dc.languageen
dc.rightsopenAccess
dc.sourceFilozofija i društvomul
dc.subjectknowledge
dc.subjectneoliberalism
dc.subjectepistemology
dc.subjecthuman capital
dc.subjectknowledge society
dc.titleNeoliberal epistemology – from the impossibility of knowing to human capitaleng
dc.titleNeoliberalna epistemologija – od nemogućnosti znanja do ljudskog kapitalasrp
dc.typearticle
dc.rights.licenseBY-NC-ND
dcterms.abstractКрашовец, Примож; Неолиберална епистемологија – од немогућности знања до људског капитала;
dc.citation.spage63
dc.citation.epage83
dc.identifier.doi10.2298/FID1304063K
dc.type.versionpublishedVersion
dc.identifier.fulltexthttp://rifdt.instifdt.bg.ac.rs//bitstream/id/4770/1318.pdf


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