Work

Post-criticality and the pursuit of an empirical philosophy of education: epistemology, methodology, ethics

Year: 2024

Type: article

Abstract: This article examines the relevance of post-criticality as a research stance across various traditions in educational research. After problematizing the dominance of critical approaches centred on deconstruction and denunciation, the authors advocate instead for an empirical philosophy of education. This article sets the stage for a suite of articles, published in this issue, which explore affirmative, engaged methodologies that prioritize proximity to educational practices over detached critique. Collectively, the articles investigate how post-critical methodologies can produce richer understandings of educational realities and foster meaningful connections between theory and practice.

Source: Journal of Philosophy of Education

DOI: 10.1093/jopedu/qhae075

Authors: Hans Schildermans, Joris Vlieghe, Kai Wortmann

Institutions: University of Vienna, KU Leuven, University of Tübingen

Language: English

Topic: Education, Philosophy, and Society

Subfield: Philosophy

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $3,664