Ironic Schooling: Socrates, Pragmatism and the Higher Learning

Neiman, Alven M.

doi:10.1111/j.1741-5446.1991.00371.x

Cited by 9 publications

(6 citation statements)

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“…Accordingly, integrative education can "allow a person to form sound judgment of an investigation and to do this in all the domains of knowledge" (Curren, 2010, p. 551). Other Greek philosophers, such as Plato and Aristotle, suggested that knowledge is developed through the integration of observation and experiential learning (Neiman, 1991). Early philosophers inspired generations of educational reformers, such as Dewey, Kilpatrick, Piaget, Alberty,…”

Section: Curriculum Integration: a Reform Strategymentioning

confidence: 99%

Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

Pierce¹,

Hernandez²

2015

career tech educ res

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Section: Curriculum Integration: a Reform Strategymentioning

confidence: 99%

Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

Pierce¹,

Hernandez²

2015

career tech educ res

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“…Interestingly, Rorty's critics and followers alike tend to equate him with Socrates himself (ibid., p. 72). They have even tried to elaborate a Socratic theory of education inspired by him (Neiman, 1991(Neiman, , 1993). Yet the aim of Socrates's irony surely was not to put the lid on philosophy, but rather to expose the rhetorical devices of sophistic argumentation.…”

Section: The Private and The Public ð Point And Counterpoint?mentioning

confidence: 99%

“…Other work by this author (Rorty, 1982(Rorty, , 1988(Rorty, , 1989b(Rorty, , 1990 actually addresses educational issues directly. Recently attempts have been made not only to challenge Rorty's views, but also to elaborate an innovative`Rortyan philosophy of education' (Arcilla, 1990;Neiman, 1991Neiman, , 1993cf. Garrison, 1993).…”

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confidence: 99%

Towards an Aesthetic Education? Rorty's Conception of Education

Rosenow

1998

Journal of Philosophy of Education

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The ‘liberal utopia’ presented by Richard Rorty in Contingency, Irony, and Solidarity is a unique attempt to address the ancient problem of the relationship between individual and society or, in Rorty's terms, that between the private and the public. This article examines Rorty's influential conception of education and asks: can his book be regarded as utopian? Is it possible to establish an education for democracy on his ‘postmodern’ premises? I conclude that Rorty's attempt to separate private from public and to promote a fusion between irony and solidarity is tantamount to founding human existence on an aestheticising orientation. This entangles Rorty in self‐contradiction and raises educational and political problems which remain unresolved.

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“…For the rapidly burgeoning educational literature dealing with Rorty see: Arcilla (1990) who presents 'Rortyan motifs' for philosophy of education, arguing that teachers can 'turn the tide of epistemological despair into education hope' by exchanging epistemological paradigms for educational ones (1990, p. 35); Nicholson (1989), who believes that Rorty improves on Lyotard; and Rorty (1990) who responds to both Arcilla and Nicholson. See also Neiman (1991), Quiche (1992) and Beista (1995) who believe that Rorty's views are compatible with liberal ideals and a democratic vision of community; and, most recently, Wain (1995) who takes issue with both Alven and Quiche and disputes Rorty's Deweyanism, arguing that it is nothing like the kind of community favoured by Dewey. For a view which disputes Rorty's claim that there is little essential difference between Dewey and Foucault, see Marshall (1995b).…”

Section: Notesmentioning

confidence: 99%

Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard?

Peters

1997

Educational Philosophy and Theory

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I was thinking about my philosophical work and saying to myself: ‘I destroy, I destroy, I destroy…’ Context: The ‘linguistic turn’ of Western philosophy (Heidegger's later works, the penetration of Anglo‐American philosophies into European thought, the development of language technologies); and correlatively, the decline of universalist discourses (the metaphysical doctrines of modern times: narratives of progress, of socialism, of abundance, of knowledge). The weariness with regard to ‘theory’, and the miserable slackening that goes along with it (new this, new that, post‐this, post‐that, etc.). The time has come to philosophize. …there is no danger of philosophy's ‘coming to an end’. Religion did not come to an end in the Enlightenment, nor painting in Impressionism. Even if the period from Plato to Nietzsche is encapsulated and ‘distanced’ in the way Heidegger suggests, and even if twentieth‐century philosophy comes to seem a stage of awkward transitional backing and filling (as sixteenth‐century philosophy now seems to us), there will be something called ‘philosophy’ on the other side of the transition.

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Ironic Schooling: Socrates, Pragmatism and the Higher Learning

Cited by 9 publications

References 0 publications

Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

Do Mathematics and Reading Competencies Integrated into Career and Technical Education Courses Improve High School Student State Assessment Scores?

Towards an Aesthetic Education? Rorty's Conception of Education

Wittgenstein and post‐analytic philosophy of education: Rorty or Lyotard?

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