Standish, Paul;
(2004)
Europe, Continental Philosophy and the Philosophy of Education.
Comparative Education
, 40
(4)
pp. 485-501.
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Abstract
On what might a comparative discussion of philosophy of education that takes Europe as one of its terms be based? This paper begins by addressing the complexity that attaches to the name ‘Europe’ in this context in order to lay the way for a more detailed consideration of so-called ‘Continental’ philosophy—specifically of poststructuralism. It makes reference to the ways in which the work of poststructuralist thinkers has often been interpreted in ‘postmodern’ educational theory and seeks to reveal certain errors in this regard. Distinctions are drawn between postmodernity, postmodernism and poststructuralism, illustrating the last of these in terms of two influential strands of thought drawn from Levinas and Nietzsche, and indicating their value for education. In conclusion, some brief remarks are offered regarding the institutionalization of philosophy of education in Europe.
| Type: | Article |
|---|---|
| Title: | Europe, Continental Philosophy and the Philosophy of Education |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This is an electronic version of an article published in Standish, Paul (2004) Europe, Continental Philosophy and the Philosophy of Education. Journal of Comparative Education, 40 (4). pp. 485-501. Journal of Comparative Education is available online at: http://www.informaworld.com/10.1080/0305006042000284493 |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10002179 |
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