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  3. Filosofi: epistemologi og vidensteori

Facing Epistemic Uncertainty

- Characteristics, possibilities, and limitations of a dynamic discursive approach to philosophy of education
Af: Roel van Goor Engelsk Paperback

Facing Epistemic Uncertainty

- Characteristics, possibilities, and limitations of a dynamic discursive approach to philosophy of education
Af: Roel van Goor Engelsk Paperback
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Increasing doubts over the narratives that traditionally served to legitimize the tasks and possibilities of societal institutions – such as science – have also called into question the significance of philosophy to educational thinking. Related debates largely concern epistemological issues, i.e. issues regarding the nature and status of (scientific) knowledge. This dissertation takes as its starting point the nowadays hardly controversial idea that all knowledge is to a certain extent ‘uncertain’. The questions addressed are how this ‘epistemic uncertainty’may be intelligibly understood, and what consequences can be drawn from such an understanding for the tasks and possibilities of philosophy of education as an academic discipline.

In response to antifoundationalist as well as fallibilist authors, the author develops a discursive contextualist approach to epistemology that gives way to a philosophy of education that has both critical-reflective and theoretical-constructive potential, as is illustrated in relation to the educational issue of dealing with ‘students at risk’.
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Increasing doubts over the narratives that traditionally served to legitimize the tasks and possibilities of societal institutions – such as science – have also called into question the significance of philosophy to educational thinking. Related debates largely concern epistemological issues, i.e. issues regarding the nature and status of (scientific) knowledge. This dissertation takes as its starting point the nowadays hardly controversial idea that all knowledge is to a certain extent ‘uncertain’. The questions addressed are how this ‘epistemic uncertainty’may be intelligibly understood, and what consequences can be drawn from such an understanding for the tasks and possibilities of philosophy of education as an academic discipline.

In response to antifoundationalist as well as fallibilist authors, the author develops a discursive contextualist approach to epistemology that gives way to a philosophy of education that has both critical-reflective and theoretical-constructive potential, as is illustrated in relation to the educational issue of dealing with ‘students at risk’.
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Produktdetaljer
Sprog: Engelsk
Sider: 184
ISBN-13: 9789056297206
Indbinding: Paperback
Udgave:
ISBN-10: 9056297201
Kategori: Filosofi: epistemologi og vidensteori
Udg. Dato: 25 sep 2012
Længde: 0mm
Bredde: 156mm
Højde: 234mm
Forlag: Vossiuspers UvA
Oplagsdato: 25 sep 2012
Forfatter(e): Roel van Goor
Forfatter(e) Roel van Goor

Kategori Filosofi: epistemologi og vidensteori

ISBN-13 9789056297206

Sprog Engelsk

Indbinding Paperback

Sider 184

Udgave

Længde 0mm

Bredde 156mm

Højde 234mm

Udg. Dato 25 sep 2012

Oplagsdato 25 sep 2012

Forlag Vossiuspers UvA