Today’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).
Keywords:
knowledge / neoliberalism / epistemology / human capital / knowledge society
Source:
Filozofija i društvo/Philosophy and Society, 2013, 63-83
TY - JOUR
AU - Krašovec, Primož
PY - 2013
UR - http://rifdt.instifdt.bg.ac.rs/123456789/1320
AB - Today’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).
T2 - Filozofija i društvo/Philosophy and Society
T1 - Neoliberal epistemology – from the impossibility of knowing to human capital
T1 - Neoliberalna epistemologija – od nemogućnosti znanja do ljudskog kapitala
SP - 63
EP - 83
DO - 10.2298/FID1304063K
ER -
@article{
editor = "Jovanov, Rastko",
author = "Krašovec, Primož",
year = "2013",
abstract = "Today’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).",
journal = "Filozofija i društvo/Philosophy and Society",
title = "Neoliberal epistemology – from the impossibility of knowing to human capital, Neoliberalna epistemologija – od nemogućnosti znanja do ljudskog kapitala",
pages = "63-83",
doi = "10.2298/FID1304063K"
}
Jovanov, R.,& Krašovec, P.. (2013). Neoliberal epistemology – from the impossibility of knowing to human capital. in Filozofija i društvo/Philosophy and Society, 63-83.
https://doi.org/10.2298/FID1304063K
Jovanov R, Krašovec P. Neoliberal epistemology – from the impossibility of knowing to human capital. in Filozofija i društvo/Philosophy and Society. 2013;:63-83.
doi:10.2298/FID1304063K .
Jovanov, Rastko, Krašovec, Primož, "Neoliberal epistemology – from the impossibility of knowing to human capital" in Filozofija i društvo/Philosophy and Society (2013):63-83,
https://doi.org/10.2298/FID1304063K . .
