Does Education Require Emancipation? A Historical Analysis
Само за регистроване кориснике
2024
Поглавље у монографији (Објављена верзија)
,
Palgrave Macmillan
Метаподаци
Приказ свих података о документуАпстракт
The conventional framing of the relation of education and emancipation asks what kind of education is in place, possible, or desirable for some specific emancipatory goal. This question draws on a long and important tradition, advocacy for and sometimes even assumption of education as liberatory. In this view, acquisition of knowledge is ipso facto beneficial. The aim of this text is to probe the nature and viability of the emancipatory potential ascribed to knowledge. To that end, the chapter first sketches a model of the emancipatory conception of education, before calling it into question, that is, criticizing the instrumentalization of education for emancipation. The final considerations revolve around the question whether it is not better to emancipate education from the requirement of emancipation as well, rather than educate having a specific, set emancipatory aim in mind at the outset. Put bluntly—and to give the problem a “dialectic” twist—is it not better to conceive of educa...tion not through emancipation, but as emancipation itself, thus equating the terms?
Кључне речи:
Emancipaton / Education / CritiqueИзвор:
Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges, 2024, 25-46Издавач:
- Palgrave Macmillan
Финансирање / пројекти:
- "info:eu-repo/grantAgreement/MESTD/inst-2020/200025/RS//" (RS-MESTD-inst-2020-200025)
Колекције
Институција/група
IFDTTY - CHAP AU - Krstić, Predrag PY - 2024 UR - http://rifdt.instifdt.bg.ac.rs/123456789/3789 AB - The conventional framing of the relation of education and emancipation asks what kind of education is in place, possible, or desirable for some specific emancipatory goal. This question draws on a long and important tradition, advocacy for and sometimes even assumption of education as liberatory. In this view, acquisition of knowledge is ipso facto beneficial. The aim of this text is to probe the nature and viability of the emancipatory potential ascribed to knowledge. To that end, the chapter first sketches a model of the emancipatory conception of education, before calling it into question, that is, criticizing the instrumentalization of education for emancipation. The final considerations revolve around the question whether it is not better to emancipate education from the requirement of emancipation as well, rather than educate having a specific, set emancipatory aim in mind at the outset. Put bluntly—and to give the problem a “dialectic” twist—is it not better to conceive of education not through emancipation, but as emancipation itself, thus equating the terms? PB - Palgrave Macmillan T2 - Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges T1 - Does Education Require Emancipation? A Historical Analysis SP - 25 EP - 46 UR - https://hdl.handle.net/21.15107/rcub_rifdt_3789 ER -
@inbook{ author = "Krstić, Predrag", year = "2024", abstract = "The conventional framing of the relation of education and emancipation asks what kind of education is in place, possible, or desirable for some specific emancipatory goal. This question draws on a long and important tradition, advocacy for and sometimes even assumption of education as liberatory. In this view, acquisition of knowledge is ipso facto beneficial. The aim of this text is to probe the nature and viability of the emancipatory potential ascribed to knowledge. To that end, the chapter first sketches a model of the emancipatory conception of education, before calling it into question, that is, criticizing the instrumentalization of education for emancipation. The final considerations revolve around the question whether it is not better to emancipate education from the requirement of emancipation as well, rather than educate having a specific, set emancipatory aim in mind at the outset. Put bluntly—and to give the problem a “dialectic” twist—is it not better to conceive of education not through emancipation, but as emancipation itself, thus equating the terms?", publisher = "Palgrave Macmillan", journal = "Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges", booktitle = "Does Education Require Emancipation? A Historical Analysis", pages = "25-46", url = "https://hdl.handle.net/21.15107/rcub_rifdt_3789" }
Krstić, P.. (2024). Does Education Require Emancipation? A Historical Analysis. in Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges Palgrave Macmillan., 25-46. https://hdl.handle.net/21.15107/rcub_rifdt_3789
Krstić P. Does Education Require Emancipation? A Historical Analysis. in Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges. 2024;:25-46. https://hdl.handle.net/21.15107/rcub_rifdt_3789 .
Krstić, Predrag, "Does Education Require Emancipation? A Historical Analysis" in Rethinking Education and Emancipation: Diverse Perspectives on Contemporary Challenges (2024):25-46, https://hdl.handle.net/21.15107/rcub_rifdt_3789 .