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Article (journal) accessible via
URN: urn:nbn:de:0111-pedocs-230905
DOI: 10.25656/01:23090; 10.17899/on_ed.2020.9.14
URN: urn:nbn:de:0111-pedocs-230905
DOI: 10.25656/01:23090; 10.17899/on_ed.2020.9.14
| Title |
Reply. The alleged (de)politicization problem of post-critical pedagogy reconsidered |
|---|---|
| Author |
Krönig, Franz Kasper   |
| Source | on education. Journal for research and debate 3 (2020) 9, 4 S.  |
| related to: | Post-critique, politics, and the political in educational philosophy |
| Document | full text (260 KB) |
| License of the document |
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| Keywords (German) | Pädagogik; Kritik; Ontologie; Existenzialismus; Situation; Situationsansatz; Politik; Autonomie; Bildung; Politisierung; Antwort; Kommentar |
| sub-discipline | Philosophy of Education |
| Document type | Article (journal) |
| ISSN | 2571-7855; 25717855 |
| Language | English |
| Year of creation | 2020 |
| review status | Publishing House Lectorship |
| Abstract (English): | This essay tries to intervene in the discussion between Naomi Hodgson on the one hand and Joris Vlieghe and Piotr Zamojski on the other about the meaning and function of the political in and for education. Firstly, it argues against the common charge of essentialism that is brought against ontological philosophies in general and the Heideggerian ontology of Vlieghe and Zamojski in particular. Secondly, the essay suggests the existentialist concept of 'the situation' as a theoretical nodal point that can grasp the inherently quasi-political dimension of pedagogical work and hence provide common ground for the two positions discussed. (DIPF/Orig.) |
| other articles of this journal | on education. Journal for research and debate Jahr: 2020 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 15.05.2024 |
| Citation | Krönig, Franz Kasper: Reply. The alleged (de)politicization problem of post-critical pedagogy reconsidered - In: on education. Journal for research and debate 3 (2020) 9, 4 S. - URN: urn:nbn:de:0111-pedocs-230905 - DOI: 10.25656/01:23090; 10.17899/on_ed.2020.9.14 |
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