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Three Naive Questions: Addressed to the Modern Educational Optimism

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2016
Authors
Krstić, Predrag
Article (Published version)
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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.
Keywords:
education / school / enlightenment / rearing / knowledge
Source:
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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3
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URI
https://link.springer.com/article/10.1007/s11217-015-9463-6
http://rifdt.instifdt.bg.ac.rs/123456789/1517
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IFDT
TY  - 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 . .

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