volume 36, issue 2, P175-198 2016
DOI: 10.5117/ped2016.2.bran
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Abstract: Pedagogical authority is not a matter of epistemic authority. Against the scientification of pedagogy I argue in this paper that upbringing and education do not profit from having become objects of scientific investigation. Epistemic authority, the typical kind of product of the sciences, has not much of a role to play in pedagogical relationships. This is mainly because such relationships are predominantly arranged around what I call 'normative expectations'. Such expectations are not grounded in knowledge of…

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