NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ821801
Record Type: Journal
Publication Date: 2008-Dec
Pages: 11
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0030-9230
To School with the Poets: Philosophy, Method and Clarity
Smith, Richard
Paedagogica Historica: International Journal of the History of Education, v44 n6 p635-645 Dec 2008
There is a longstanding difficulty in distinguishing philosophy (and philosophy of education) from other kinds of writing. Even the notions of clarity and rigour, sometimes claimed as central and defining characteristics of philosophy at its best, turn out to have ineliminably figurative elements, and accounts of philosophical method often display the very rhetoricity that they describe philosophy as concerned to avoid. It is tempting to wonder how far notions of philosophy as austere and analytic are responsible for ideals of educational research as unnaturally tidy and formal, and even for conceptions of the practice of education in schools and universities as focused on targets, performance indicators and statistics. Perhaps the nature of philosophy is best understood through its history. Then the philosopher must "go to school" not only with the poets, but also with the historians, so that the disciplinary divisions here become ever harder to mark out, to the enrichment of those who practise them. (Contains 52 footnotes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A