Narrowing Down Education
At least since the Lisbon Memorandum on Lifelong Learning, European education has been increasingly framed in terms of a neoliberal rallying cry. Such a gesture has widely affected education and schooling in Europe and has pushed educational institutions and processes towards a significant transform...
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| 发表在: | URI:https://journals.openedition.org/ejpap, |
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| 主要作者: | |
| 格式: | Article ou chapitre numérique |
| 语言: | Anglais |
| 出版: |
European Journal of Pragmatism and American Philosophy
2017
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| 在线阅读: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| 总结: | At least since the Lisbon Memorandum on Lifelong Learning, European education has been increasingly framed in terms of a neoliberal rallying cry. Such a gesture has widely affected education and schooling in Europe and has pushed educational institutions and processes towards a significant transformation. Such a transformation – and this is my point – is anything but benign: it implies a lack of invaluable educational features such as critical agency, democratic sharing, and meaning creation. In this paper, I wish to address this issue in the light of Dewey’s thought and philosophy of education, mainly in reference to his masterpiece Democracy and Education. In particular, drawing from the Deweyan conception of democracy and meaning creation, I wish to argue that a different conception of education, where education is not rationed, individualised or commodified, is required. I also argue that the EU framework on education is inconsistent, as it is not able to fulfil its own goals. By enacting the EU educational framework, we indeed lose sight of the variety, complexity and unpredictability of education and society. |
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