Education, Knowledge and Truth
This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and...
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This collection aims to explore different conceptions of epistemological inquiry and their influence on pedagogy and the curricular content of primary and secondary education. It is arguable that curriculum policy makers have continued to subscribe to a foundationalist paradigm of rational educational planning. This is, however, considered largely untenable by educational philosophers in light of the impact of 'postmodern' philsophical critiques on the notions of objectivity, truth and authority in our claims for knowledge. This volume fills a major gap in the current literature of educational philosophy by calling for the establishment of a coherent route between rational foundationalism and intellectually promiscuous postmodernism in order to address the point and purpose of contemporary education. Booknews Contributors from an international team of educational and other scholars reinstate conceptual problems concerning knowledge, truth, and the curriculum on the agenda of educational philosophical debate. They explore different epistemological conceptions in relation to their influence on the pedagogy of primary and secondary education, with the ultimate aim of carving a coherent route between rational foundationalism and intellectually indiscriminate postmodernism. Contains sections on knowledge in general, knowledge in particular, the wider socio-political context, and knowledge and learning. Annotation c. Book News, Inc., Portland, OR (booknew.com)
Notes on contributorsPreface and acknowledgementsIntroduction: The post-war rise and fall of educational epistemology1Pt. IKnowledge in general171Knowledge, truth and education192Interpretation, construction and the 'postmodern' ethos37Pt. IIKnowledge in particular513Science education after postmodernism534Truth in religion: Wittgensteinian considerations685Truth, arts education and the 'postmodern condition'806Fictional truth967Moral education and the objectivity of values1148Virtues and human flourishing: a teleological justification129Pt. IIIThe wider socio-political context1439The politics of difference and common education14510Epistemology, politics and curriculum construction15911Feminism, epistemology and education174Pt. IVKnowledge and learning18912Learning as invention: education and constructivism19113Education, knowledge and critical thinking20414Assessment and the challenge of scepticism221Postscript237Index241
\ BooknewsContributors from an international team of educational and other scholars reinstate conceptual problems concerning knowledge, truth, and the curriculum on the agenda of educational philosophical debate. They explore different epistemological conceptions in relation to their influence on the pedagogy of primary and secondary education, with the ultimate aim of carving a coherent route between rational foundationalism and intellectually indiscriminate postmodernism. Contains sections on knowledge in general, knowledge in particular, the wider socio-political context, and knowledge and learning. Annotation c. Book News, Inc., Portland, OR (booknew.com)\ \
