Three Naive Questions: Addressed to the Modern Educational Optimism
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2016
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This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The ‘‘naive’’ questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, camouflaged and smuggled, taxing the current debates regarding generally accepted education strategies. The characteristic feeling of the currently accepted model of education being in chronic crisis is less a
testament to an absence of alternative approaches than to a lack of thorough self-reflection.
Ključne reči:
education / school / enlightenment / rearing / knowledgeIzvor:
Studies in Philosophy and Education, 2016, 35, 2, 129-144
DOI: 10.1007/s11217-015-9463-6
ISSN: 0039-3746 (Print); 1573-191X (Online)
WoS: 000370165400001
Scopus: 2-s2.0-84958041282
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https://link.springer.com/article/10.1007/s11217-015-9463-6http://rifdt.instifdt.bg.ac.rs/123456789/1517
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IFDTTY - JOUR AU - Krstić, Predrag PY - 2016 UR - https://link.springer.com/article/10.1007/s11217-015-9463-6 UR - http://rifdt.instifdt.bg.ac.rs/123456789/1517 AB - This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The ‘‘naive’’ questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, camouflaged and smuggled, taxing the current debates regarding generally accepted education strategies. The characteristic feeling of the currently accepted model of education being in chronic crisis is less a testament to an absence of alternative approaches than to a lack of thorough self-reflection. T2 - Studies in Philosophy and Education T1 - Three Naive Questions: Addressed to the Modern Educational Optimism IS - 2 VL - 35 SP - 129 EP - 144 DO - 10.1007/s11217-015-9463-6 ER -
@article{ author = "Krstić, Predrag", year = "2016", abstract = "This paper aims to question anew the popular and supposedly self-evident affirmation of education, in its modern incarnation as in its historical notion. The ‘‘naive’’ questions suggest that we have recently taken for granted that education ought to be for the masses, that it ought to be upbringing, and that it is better than ignorance. Drawing on the tradition that calls such an understanding of education into question, the author shows that the hidden costs of disregarding such reflection end up, camouflaged and smuggled, taxing the current debates regarding generally accepted education strategies. The characteristic feeling of the currently accepted model of education being in chronic crisis is less a testament to an absence of alternative approaches than to a lack of thorough self-reflection.", journal = "Studies in Philosophy and Education", title = "Three Naive Questions: Addressed to the Modern Educational Optimism", number = "2", volume = "35", pages = "129-144", doi = "10.1007/s11217-015-9463-6" }
Krstić, P.. (2016). Three Naive Questions: Addressed to the Modern Educational Optimism. in Studies in Philosophy and Education, 35(2), 129-144. https://doi.org/10.1007/s11217-015-9463-6
Krstić P. Three Naive Questions: Addressed to the Modern Educational Optimism. in Studies in Philosophy and Education. 2016;35(2):129-144. doi:10.1007/s11217-015-9463-6 .
Krstić, Predrag, "Three Naive Questions: Addressed to the Modern Educational Optimism" in Studies in Philosophy and Education, 35, no. 2 (2016):129-144, https://doi.org/10.1007/s11217-015-9463-6 . .