Three Naive Questions: Addressed to the Modern Educational Optimism
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 / knowledgeSource:
Studies in Philosophy and Education, 2016, 35, 2, 129-144Publisher:
- Amsterdam : Springer Netherlands
Funding / projects:
- Studying climate change and its influence on environment: impacts, adaptation and mitigation (RS-43007)
URI
https://link.springer.com/article/10.1007/s11217-015-9463-6http://rifdt.instifdt.bg.ac.rs/123456789/1581
Collections
Institution/Community
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/123456789/1581 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. PB - Amsterdam : Springer Netherlands 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.", publisher = "Amsterdam : Springer Netherlands", 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 Amsterdam : Springer Netherlands., 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 . .