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ERIC Number: EJ1177586
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0305-4985
Education, Knowledge, and Symbolic Form
Belas, Oli
Oxford Review of Education, v44 n3 p291-306 2018
This article aims to introduce Ernst Cassirer, and his philosophy of symbolic form, to education studies, and, in doing so, to challenge the widespread but deeply flawed views of knowledge and so-called knowledge-based education that have shaped recent education policy in England. After sketching the current educational landscape, and then some of the main lines of flight in Cassirer's work, time is given to a comparison with Heidegger--a more familiar figure by far in Anglophone philosophy than Cassirer, and who contributed to the displacement of Cassirer--in order to illustrate more clearly Cassirer's original contribution, in particular to the relationship between knowledge and time. Cassirer's view of knowledge stands in marked and critical contrast to that which has shaped recent educational reform in England, as he sees knowledge as a productive and expressive matter, and repudiates what I call the 'building-blocks' picture of knowledge and the hierarchisation of subject areas.
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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
Identifiers - Location: United Kingdom (England)
Grant or Contract Numbers: N/A