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Post-critical pedagogy: a philosophical and epistemological identikit.

  • Published In: Journal of Philosophy of Education, 2024, v. 58, n. 6. P. 1029 1 of 3

  • Database: Academic Search Ultimate 2 of 3

  • Authored By: Oliverio, Stefano; Thoilliez, Bianca 3 of 3

Abstract

The aim of this article is to contribute to the outlining of the philosophical and epistemological status of post-critical pedagogy in the light of the body of scholarship (both positive and negative) that has, in the last few years, already grown in relation to this theoretical project. The article invites readers to follow its authors on a stroll in 'Post-Criticalland'. Moreover, the article raises the question of whether post-critique is a new paradigm or merely a different attitude within the critical tradition. The authors conclude by arguing for a principle of complementarity and for practices of diplomatic negotiation, on the grounds that post-critique should not be construed as dependent on critique but as complementary to it and as deserving a time and space of its own. [ABSTRACT FROM AUTHOR]

Additional Information

  • Source:Journal of Philosophy of Education. 2024/12, Vol. 58, Issue 6, p1029
  • Document Type:Article
  • Subject Area:Religion and Philosophy
  • Publication Date:2024
  • ISSN:0309-8249
  • DOI:10.1093/jopedu/qhae076
  • Accession Number:181970773
  • Copyright Statement:Copyright of Journal of Philosophy of Education is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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