This article attempts to contribute to the understanding of the particularly important and inescapable role that ethics must play in the context of special needs education. Perspectives from Kierkegaard and Derrida are presented and used in order to explore the complexity of the context and to show the importance and responsibility of the agency of the educator. Such persons must be able to make risk-filled decisions, with no guarantees, regarding the potential 'good' of others. Consequently, the individual educator must go beyond ethics itself in order to justify particular courses of action and this inevitably leads to an engagement with the realm of faith.
Forståelsen av hva begreper er, og kan vaere, vil variere ut fra ulike vitenskapsfilosofiske posisjoner. Denne variasjonen vil ha betydning for valg av pedagogisk tilnaerming til begrepslaering. Man kan imidlertid spørre om utdanningspolitiske satsingsområder og aktuelle programmer for tidlig begrepslaering tar høyde for slike innsikter. Likeens kan det ut fra barnets perspektiv spørres om tidlig strukturert og systematisert begrepslaering er et entydig gode, uten kostnad for barnet. Disse spørsmålene blir i denne artikkelen presentert og drøftet med utgangspunkt i Rudolf Steiners tilnaerming til begrepslaering samt ut fra et utvalg av vitenskapsfilosofiske perspektiver på begreper.
Inspired by the philosopher Jacques Derrida and Finnegans Wake by James Joyce, this article is an attempt to bring perspectives taken from the language critique of poststructuralism into the field of transformative education. This might make a serious and thorough treatment of the wordtransformative possible, trying to prevent ideologies to be more or less blindly reinscribed into the field, presenting a deconstructive attitude and an ability for political inventiveness at the very core of transformative education.
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