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Education and the Educational Project II: do we still care about it?
Author(s) -
SMEYERS PAUL
Publication year - 1995
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/j.1467-9752.1995.tb00368.x
Subject(s) - postmodernism , sociology , action (physics) , atmosphere (unit) , philosophy of education , epistemology , pedagogy , higher education , philosophy , political science , law , physics , quantum mechanics , thermodynamics
The paper continues the earlier Education and the Educational Project I: the atmosphere of postmodernism. 1 Following the later Wittgenstein a different view of human action, emphasising the educator's intention, is argued for. A conception of education as the ongoing discussion of mankind is outlined and, drawing on Frankfurt's view of the importance of what we care about, the idea of an educational project is re‐conceived. It is concluded that neither parents nor teachers can do without this idea, but that it cannot be thought of as determining deductively and exhaustively all practical decisions concerning educational matters. Postmodernism therefore seems to be only nearly right about education.