Education, knowledge, and symbolic form

2.50
Hdl Handle:
http://hdl.handle.net/10547/622514
Title:
Education, knowledge, and symbolic form
Authors:
Belas, Oliver ( 0000-0001-6592-5467 )
Abstract:
This article aims to introduce Ernst Cassirer, and his philosophy of symbolic form, to education studies, and, in doing so, to challenge the widespread but deeply flawed views of knowledge and so-called knowledge-based education that have shaped recent education policy in England. After sketching the current educational landscape, and then some of the main lines of flight in Cassirer’s work, time is given to a comparison with Heidegger—a more familiar figure by far in Anglophone philosophy than Cassirer, and who contributed to the displacement of Cassirer—in order to illustrate more clearly Cassirer’s original contribution, in particular to the relationship between knowledge and time. Cassirer’s view of knowledge stands in marked and critical contrast to that which has shaped recent educational reform in England, as he sees knowledge as a productive and expressive matter, and repudiates what I call the ‘building-blocks’ picture of knowledge and the hierarchisation of subject areas.
Affiliation:
University of Bedfordshire
Citation:
Belas O (2017) 'Education, knowledge, and symbolic form', Oxford Review of Education, 44 (3), pp.291-306.
Journal:
Oxford Review of Education
Issue Date:
20-Dec-2017
URI:
http://hdl.handle.net/10547/622514
DOI:
10.1080/03054985.2017.1389711
Additional Links:
https://www.tandfonline.com/doi/abs/10.1080/03054985.2017.1389711?
Type:
Article
Language:
en
ISSN:
0305-4985
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorBelas, Oliveren
dc.date.accessioned2018-02-28T14:42:39Z-
dc.date.available2018-02-28T14:42:39Z-
dc.date.issued2017-12-20-
dc.identifier.citationBelas O (2017) 'Education, knowledge, and symbolic form', Oxford Review of Education, 44 (3), pp.291-306.en
dc.identifier.issn0305-4985-
dc.identifier.doi10.1080/03054985.2017.1389711-
dc.identifier.urihttp://hdl.handle.net/10547/622514-
dc.description.abstractThis article aims to introduce Ernst Cassirer, and his philosophy of symbolic form, to education studies, and, in doing so, to challenge the widespread but deeply flawed views of knowledge and so-called knowledge-based education that have shaped recent education policy in England. After sketching the current educational landscape, and then some of the main lines of flight in Cassirer’s work, time is given to a comparison with Heidegger—a more familiar figure by far in Anglophone philosophy than Cassirer, and who contributed to the displacement of Cassirer—in order to illustrate more clearly Cassirer’s original contribution, in particular to the relationship between knowledge and time. Cassirer’s view of knowledge stands in marked and critical contrast to that which has shaped recent educational reform in England, as he sees knowledge as a productive and expressive matter, and repudiates what I call the ‘building-blocks’ picture of knowledge and the hierarchisation of subject areas.en
dc.language.isoenen
dc.relation.urlhttps://www.tandfonline.com/doi/abs/10.1080/03054985.2017.1389711?en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectEducationen
dc.titleEducation, knowledge, and symbolic formen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalOxford Review of Educationen
dc.date.updated2018-02-28T14:29:32Z-
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