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ERIC Number: EJ1039477
Record Type: Journal
Publication Date: 2013-Sep
Pages: 11
Abstractor: As Provided
Reference Count: 21
ISBN: N/A
ISSN: ISSN-0039-3746
Irony, Deception, and Subjective Truth: Principles for Existential Teaching
Saeverot, Herner
Studies in Philosophy and Education, v32 n5 p503-513 Sep 2013
This paper takes the position that the aim of existential teaching, i.e., teaching where existential questions are addressed, consists in educating the students in light of subjective truth, where the students are "educated" to exist on their own, i.e., independent of the teacher. The question is whether it is possible to educate in light of existence. It is, in fact impossible, as existence is a subjective matter, meaning that it must be determined individually. In this way the existential teaching appears thus: even though existence cannot be determined educationally, as it is a subjective matter, it does require some kind of education. However, the teacher cannot make use of pedagogical means that coerce the students to take responsibility for their subjective truth. A pedagogical "expedient" is nonetheless required, which deprives of all types of constraint but still opens up for the students taking responsibility for their subjective truth. I argue that this expedient must be irony, but not all types of irony. I therefore discuss which conception of irony the existential teaching should and should not be connected with.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A