Reality is Catching Up With Me. Empirical Knowledge and Philosophy of Education

Nordic Studies in Education (2011)
  Copy   BIBTEX


In this article we argue that a positively formulated theory of education ought to take into consideration empirically based knowledge. Theories of education are normative theories, because they are mainly focused on how the world ought to be: they present ideals, they prescribe preferred repertoires of actions, and they describe valued attitudes. However, using a recent example of an ideal of cosmopolitan education, we here reveal some ways in which prevalent theories of education quickly become remote and powerless if they rebuff empirically based knowledge about peoples’ actual experiences and ways of being in the world.


Added to PP

425 (#23,935)

6 months
39 (#42,758)

Historical graph of downloads since first upload
This graph includes both downloads from PhilArchive and clicks on external links on PhilPapers.
How can I increase my downloads?