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Smith, Richard – Educational Philosophy and Theory, 2013
It is sometimes said that we are strangers to ourselves, bearers of internal alterity, as well as to each other. The profounder this strangeness then the greater the difficulty of giving any systematic account of it without paradox: of supposing that our obscurity to ourselves can readily be illuminated. To attempt such an account, in defiance of…
Descriptors: Novels, Nineteenth Century Literature, English Literature, Self Concept
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Smith, Richard – Educational Philosophy and Theory, 2007
This paper responds to Trohler's charge that my paper "As if by Machinery: The levelling of educational research" takes Francis Bacon's vision of scientific research out of context. I distinguish four senses of "decontextualisation": as ignorance, as belief in "timeless truths", as comparison of contexts, and as genealogy. I argue that Trohler has…
Descriptors: Scientific Research, Educational Research, Genealogy, Criticism
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Burbules, Nicholas C.; Smith, Richard – Educational Philosophy and Theory, 2005
In his writings Jim Marshall has helpfully emphasized such Wittgensteinian themes as the multiplicity of language games, the deconstruction of "certainty," and the contexts of power that underlie discursive systems. Here we focus on another important legacy of Wittgenstein's thinking: his insistence that human activity is rule-governed. This idea…
Descriptors: Educational Research, Philosophy, Educational Philosophy