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  1. Postdemokratie als Problematisierungskonzept.Katrin Wille - 2023 - Deutsche Zeitschrift für Philosophie 71 (3):396-411.
    Comparing Rancière’s and Crouch’s respective concepts of post-democracy and the way they problematise the state of contemporary (Western) societies, this article opts for a third way to state the problem, associated with the idea of democracy as a form of life. Common to all three approaches is the critique of an ‘engineering attitude’ that conceives problems as disturbances that have merely to be fixed. All three also warn against the dominant influence of economics in politics and the increase of right-wing (...)
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  • Study and the Aesthetics of Hesitation. A Reply to Fern Thompsett and Joris Vlieghe.Hans Schildermans - 2023 - Studies in Philosophy and Education 42 (4):463-468.
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  • Learning after progress? Isabelle Stengers, artificial learning, and the future as problem.Hans Schildermans - 2024 - Journal of Philosophy of Education 57 (6):1044-1058.
    The aim of this article is to rethink the relation between education and progress, claiming that discourses of progress tend to project specific visions of the future and thereby instrumentalize education to achieve these visions while foreclosing other possible futures. The first part of the paper argues that the historical pact between education and progress has been recently recast in terms of learning. Learning receives at the same time an economic and a political interpretation in this context, turning issues such (...)
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  • Critical Thinking as an Integrative Process: Debating Wolves in Yellowstone.Lynn Sargent De Jonghe - 2024 - Human Affairs 34 (3):374-392.
    The topic of critical thinking has engaged philosophers, psychologists and educators for well over one hundred years. Amid polarized political attacks on the teaching of controversial issues, however, education in critical thinking appears to be nearing a new low, not only in the United States, but also in other countries being torn by partisan politics. This article reviews the ebb and flow of critical thinking efforts, suggests explanations for their discouraging results, and proposes a way forward that treats critical thinking (...)
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