Please use this identifier to cite or link to this item: http://hdl.handle.net/1959.13/26217

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Title
Towards action and power: post-enlightenment pragmatism
Author/Creator
Crump, S. J.
Description
The prologue to the development of educational philosophy outlined recently by Kaminsky (1992) challenged me to think about an epilogue. Is philosophy of education in the 1990s dead in the water or can it contribute dynamically to issues in contemporary research, policy and practice? What I propose to do in this article is to build from Kaminsky's outline of the period 1861-1914 by considering the role of educational philosophy in the period marked by the opposite, the dismantling of modernism in the 1990s. I wish to describe the form of philosophy I see as most appropriate to us now as post-enlightenment pragmatism [pEp] and indicate, in a programmatic style, the ways in which PEP can help educational workers move towards action and power relevant to our new conditions. While this article is exploratory and polemical, the final section refers to specific empirical studies, undertaken over the last 10 years and reported in detail elsewhere that inform the assertions made in earlier sections.
Relation
Discourse: Studies in the Cultural Politics of Education Vol. 16, Issue 2, p. 203-217
Publisher Link
http://dx.doi.org/10.1080/0159630950160204
Date
1995
Publisher
Routledge
Keyword(s)
educational philosophy;  Kaminsky;  post-enlightenment pragmatism
Resource Type
journal article
Identifier
http://hdl.handle.net/1959.13/26217
Identifier
ISSN:0159-6306
Language
eng
Reviewed
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Subject
"Discourse: Studies in the Cultural Politics of Education"
 
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