| dc.contributor.author | Papastephanou, Marianna | en |
| dc.creator | Papastephanou, Marianna | en |
| dc.date.accessioned | 2017-07-27T10:42:57Z | |
| dc.date.available | NOV | |
| dc.date.available | 2017-07-27T10:42:57Z | |
| dc.date.issued | 1999 | |
| dc.identifier.issn | 0309-8249 | |
| dc.identifier.other | 3252036 | |
| dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/38463 | |
| dc.description.abstract | This article examines the actual and potential contribution of Jurgen Habermas's and Karl-Otto Apel's 'discourse theory' to ongoing debates on educational issues. By exploring the paradigmatic assumptions of discourse theory, i.e. those related to new conceptions of rationality, language, and subjectivity, I suggest possible links between a Frankfurt School metacritique and a postmodern educational practice. While taking into account the poststructuralist intervention and the relevance of cultural studies to revisiting modern pedagogy, I take issue with dismissive readings of Habermas's discourse theory by its postmodernist detractors, and I put forward a more mediatory approach to cross-disciplinary exchanges. | en |
| dc.source | Journal of Philosophy of Education | en |
| dc.title | Discourse theory and its implications for philosophy of education | en |
| dc.type | info:eu-repo/semantics/article | |
| dc.identifier.doi | 10.1111/1467-9752.00146 | |
| dc.description.volume | 33 | |
| dc.description.issue | 3 | |
| dc.description.startingpage | 419 | |
| dc.description.endingpage | 434 | |
| dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
| dc.author.department | Τμήμα Επιστημών της Αγωγής / Department of Education | |
| dc.type.uhtype | Article | en |
| dc.description.notes | PT: J | en |
| dc.contributor.orcid | Papastephanou, Marianna [0000-0002-7304-9249] | |
| dc.gnosis.orcid | 0000-0002-7304-9249 | |
