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dc.creatorKrstić, Predrag
dc.date.accessioned2018-06-22T19:20:35Z
dc.date.available2018-06-22T19:20:35Z
dc.date.issued2016
dc.identifier.issn1573-191X
dc.identifier.urihttps://link.springer.com/article/10.1007/s11217-015-9463-6
dc.identifier.urihttp://rifdt.instifdt.bg.ac.rs/123456789/1581
dc.description.abstractThis 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.sr
dc.language.isoensr
dc.publisherSpringer Netherlandssr
dc.relationinfo:eu-repo/grantAgreement/MESTD/Integrated and Interdisciplinary Research (IIR or III)/43007/RS//sr
dc.rightsrestrictedAccesssr
dc.sourceStudies in Philosophy and Educationsr
dc.subjectEducationsr
dc.subjectSchoolsr
dc.subjectEnlightenmentsr
dc.subjectRearingsr
dc.subjectKnowledgesr
dc.titleThree Naive Questions: Addressed to the Modern Educational Optimismsr
dc.typearticlesr
dc.rights.licenseARRsr
dcterms.abstractКрстић, Предраг;
dc.citation.issue2
dc.citation.volume35
dc.citation.spage129
dc.citation.epage144
dc.identifier.doi10.1007/s11217-015-9463-6
dc.type.versionpublishedVersionsr


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