Education, Knowledge and Truth: Beyond the Postmodern Impasse

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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.

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Editorial Reviews

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 (
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Product Details

Table of Contents

Notes on contributors
Preface and acknowledgements
Introduction: The post-war rise and fall of educational epistemology 1
Pt. I Knowledge in general 17
1 Knowledge, truth and education 19
2 Interpretation, construction and the 'postmodern' ethos 37
Pt. II Knowledge in particular 51
3 Science education after postmodernism 53
4 Truth in religion: Wittgensteinian considerations 68
5 Truth, arts education and the 'postmodern condition' 80
6 Fictional truth 96
7 Moral education and the objectivity of values 114
8 Virtues and human flourishing: a teleological justification 129
Pt. III The wider socio-political context 143
9 The politics of difference and common education 145
10 Epistemology, politics and curriculum construction 159
11 Feminism, epistemology and education 174
Pt. IV Knowledge and learning 189
12 Learning as invention: education and constructivism 191
13 Education, knowledge and critical thinking 204
14 Assessment and the challenge of scepticism 221
Postscript 237
Index 241
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