Reason, language and education: philosophical assumptions for new curricular orientations.

Abstract

A theory of reason, language and their interconnection constitutes a research topic of epistemological, ontological and metaphysical significance. It also represents a crucial point of contention between defenders and detractors of postmodernism. Therefore, in this article we set out to discuss its stakes and search for its most accomplished philosophical treatment, such as to clarify and justify new curricular premises and overcome disabling and obsolete dichotomies. To accomplish this task, we explore modernist and postmodernist conceptions of reason and single out Apel and Habermas’s coupling of rationality and language and its convergence with Derrida’s insights on thought and meaning. We argue that such a framework provides education with prospects for new and important curricular directions and emphases. ABSTRACT FROM AUTHOR]; Copyright of Pedagogy, Culture & Society is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)