Constructieve scepsis: over de mogelijkheid van een maatschappijkritische opvoedingsfilosofie

Abstract

Whereas social pluralism seems to evoke a lot of educational problems and correspondingly high hopes for philosophical solutions, antifoundationalism - as a contemporary expression of systematic philosophical doubt - raises the question what kind of contribution philosophy of education could make to critical debates on education and society. Can antifoundationalist philosophy of education escape from social relativism, and what possibilities remain for a critical philosophy of education? Though strictly prescriptive ambitions seem not realizable from an antifoundationalist point of view, philosophy of education can still contribute to critical discourse by stimulating its context-sensitive and self-analytical powers. Its results bring to the notice the relevance of paying attention to hidden power-relations in social and educational discourse, and to developing narrative competences in children.