The philosophical and sociological notion of ”post modernity” in educational theory

Author(s):

Birgit Schaffar-Kronqvist

Conference:

ECER 2009

Network:

13. Philosophy of Education - Standard submissions

Format:

Paper

Session Information

13 SES 09 B, Educational Theory Beyond History

Paper Session

Time:

2009-09-30

10:30-12:00

Room:

HG, HS 42

Chair:

James Charles Conroy

Contribution

The notion of “post modernity” can, roughly speaking, be used in two senses: On the one hand there is the philosophical critique of a certain tradition of thought (the modern strive for epistemic universalism in science and theory) while the sociological use on the other hand rather aims to be a description of a certain period in history (the current Western society as pluralistic, rootless and divided). Both of these uses have an important and strong influence on educational theory. Along some examples from general education (Allgemeine Pädagogik) I will point out how the two notions are bound together in a way that confuses the further discussion about the necessity and possibility of general educational theory. Some authors suggest e.g. that due to the current pluralistic society a general theory cannot be universal anymore, or that we should be satisfied with only fragmented or hypothetical theories. In the paper I want to argue that if we accept the philosophical critique of modernity it is not understandable to formulate the task of a general theory in education in temporal terms (e.g. “anymore”). This would imply that the development of a universal theory of education would have been possible during the modern period, while the current pluralistic society does not allow these universal characteristic anymore.

Method

My work is inspired by the philosophy of the later Wittgenstein. Of particular importance is the notion that the philosophical investigation should not be aimed at constructing systems but be therapeutic in the sense of dissolving confusions in our thinking by elucidating the uses of words.

Expected Outcomes

Despite the widespread acceptance of the philosophical critique of the modern strive for epistemic universalism, I will claim that the current discussion about the necessity and/or possibility of a general educational theory is still linked to the very idea of universalism. It has only moved its location to the other extreme of the same epistemological discourse. In the paper I suggest to leave the strictly epistemological discourse and to understand fundamental educational questions as moral problems.

References

Ballauff, Theodor: „Ist systematische Pädagogik heute noch möglich und notwendig?“. In: Vierteljahresschrift für wissenschaftliche Pädagogik, 60, 1984. S. 425-441. Horn, Klaus-Peter: „Zur Bedeutung der Allgemeinen Erziehungsiwssenschaft – Anmerkungen aus disziplingeschichtlicher Perspektive“. In: Bildung und Erziehung, 57, 2004. S. 387-402. Kant, Immanuel: Über Pädagogik. Herausgegeben von D. Friedrich Theodor Rink. – Königsberg: Friedrich Nicolovius, 1803. Masschelein, Jan: „Pädagogisches Handeln und Verantwortung. Erziehung als Antwort“. In: Masschelein, Wimmer: Alterität, Pluralität, Gerechtigkeit. Randgäng der Pädagogik. – St. Augustin: Academia Verlag, 1996b. S. 163-186. Mertens, Gerhard: „Die Aufgabe der Allgemeinen Pädagogik/Allgemeinen Erziehungswissenschaft heute“. In: Vierteljahresschrift für wissenschaftliche Pädagogik, 2003, 79. S. 19-32. Meyer-Wolters, Hartmut: „Überlegungen zur Notwendigkeit und Möglichkeit einer Systematischen Pädagogik. In: Vierteljahresschrift für wissenschaftliche Pädagogik, 2002, 78. S. 91-107. Mollenhauer, Klaus: „Über Mutmaßungen zum ,Niedergang’ der Allgemeinen Pädagogik – eine Glosse“. In: Zeitschrift für Pädagogik, 1996, 42. S. 277-285. Schaffar-Kronqvist, Birgit: Allgemeine Pädagogik im Zwiespalt. Zwischen epistemologischer Neutralität und moralischer Einsicht. Manuskript Doktorarbeit, 2009. Uhl, Siegfried: „Die Aufgaben der Allgemeinen Pädagogik. Eine Klassifikation der gängigen Auffassungen“. In: Zeitschrift für Erziehungswissenschaft, 4, 2001. S. 61-82.

Author Information

Birgit Schaffar-Kronqvist

Åbo Akademi University

Pedagogiska Institutionen

Vasa

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