Beyond certainty & scepticism : a philosophical examination of educational theory and practice from the position of Wittgenstein, Nietzsche, and Cavell : proefschrift aangeboden to het verkrijgen van de graad van Doctor in Pedagogogische Wetenschappen / Stefan Ramaekers.

By: Contributor(s): Material type: TextTextPublisher: [Leuven] : Katholieke Universiteit te Leuven, Faculteit der Psychologie en Pedagogische Wetenschappen, Centrum voor Fundamentele Pedagogiek, 2003Description: 374 pages ; 25 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
Other title:
  • Beyond certainty and scepticism
  • Philosophical examination of educational theory and practice from the position of Wittgenstein, Nietzsche, and Cavell
Subject(s): DDC classification:
  • 370.1 23
Contents:
1. Preliminary survey: scepticism and certainty, and their relations to the educational scene -- 2. Scepticisms underlying educational theories and practices -- 3. An exploration of Wittgensteinian answers to scepticism: Kripke, McGinn, Stroll, and Malcolm -- 4. Reading Wittgenstein after Cavell after Nietzsche: Existentialising scepticism -- 5. Recovering scepticism in educational theories and practices.
Dissertation note: Doctoral Katholieke Universiteit te Leuven 2003 Summary: "In this dissertation I aim to investigate how educational theory and practice are informed by a particular conception of scepticism or by a concern for it - a conception which I summarily call scepticism-against-the-background-of-certainty."--Page 4.
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Doctoral Katholieke Universiteit te Leuven 2003

Includes bibliographical references.

1. Preliminary survey: scepticism and certainty, and their relations to the educational scene -- 2. Scepticisms underlying educational theories and practices -- 3. An exploration of Wittgensteinian answers to scepticism: Kripke, McGinn, Stroll, and Malcolm -- 4. Reading Wittgenstein after Cavell after Nietzsche: Existentialising scepticism -- 5. Recovering scepticism in educational theories and practices.

"In this dissertation I aim to investigate how educational theory and practice are informed by a particular conception of scepticism or by a concern for it - a conception which I summarily call scepticism-against-the-background-of-certainty."--Page 4.

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