NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ941785
Record Type: Journal
Publication Date: 2007-Feb
Pages: 10
Abstractor: As Provided
Reference Count: 18
ISBN: N/A
ISSN: ISSN-0013-1857
Philosophical Arguments, Historical Contexts, and Theory of Education
Trohler, Daniel
Educational Philosophy and Theory, v39 n1 p10-19 Feb 2007
This paper argues that many philosophical arguments within the education discourse are too little embedded in their own historical contexts. Starting out from the obvious fact that philosophers of education use sources from the past, the paper asks how we can deal with the arguments that these sources contain. The general attitude within philosophy of education, which views arguments as timeless, is being challenged by the insight that arguments always depend upon their own contexts. For this reason, citing past authors, heroes, or enemies without respecting the context says more about our interest at the present time than it does about the times of the authors examined. Conversely, the contextual approach helps us to avoid believing that "timeless truths" are to be found in different texts of different ages. However, the present contribution in no way advocates a total relativization of statements. Quite the contrary; it claims that the contextual approach helps us to understand the traditions and contexts within which we ourselves, as researchers, are positioned. And this self-awareness is believed to be the proper starting position for theoretical statements about education.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA/
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A