A Confessional and Narrative Vision for Philosophy of Education: Justification and Basic Presuppositions of a Postmodern Approach

Autor/inn/en	Braun, Guilherme Junior; Potgieter, Ferdinand Jacobus
Titel	A Confessional and Narrative Vision for Philosophy of Education: Justification and Basic Presuppositions of a Postmodern Approach
Quelle	In: Christian Higher Education, 18 (2019) 4, S.276-293 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1536-3759
DOI	10.1080/15363759.2018.1521755
Schlagwörter	Christianity; Educational Philosophy; Postmodernism; Religious Factors; World Views; Criticism; Teaching Methods; Values Education; Social Systems; Self Concept + Suchen Sie Ihr Suchwort? Christentum; Bildungsphilosophie; Erziehungsphilosophie; Postmoderne; World view; Weltanschauung; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode; Werterziehung; Social system; Soziales System; Selbstkonzept
Abstract	In this article, we attempt to justify and present the basic presuppositions of a (Christian) confessional and narrative vision for philosophy of education in a postmodern context. We argue that although the nihilistic strand of postmodernity challenges the viability of religious discourse, postmodernity also re-opens the world toward its pre-rational foundations by means of the rediscovery of the primacy of narrative. In a postmodern age, any philosophy of education implies a basic understanding of, at least, the (historical) present and the past, in order to establish its place in the scholarly community of educators and educationists. We discern between two different versions of postmodernity and then proceed to explore what constitutes the postmodern narrative identity. Because the rise of postmodernity is intrinsically linked both to modernity and to the pre-modern Christian vision of the world, we explore the justification of a (Christian) confessional and narrative vision for philosophy of education in this respect by means of three fundamental questions. By elaborating on a postmodern Christian vision and by attempting to answer these questions in a narrative manner, we propose that a confessional and narrative vision for philosophy of education may be justified for the contemporary age. Toward this end, we deepen the postmodern rediscovery of narrative further by exploring the work of narrative. We then present a brief confessional account of the nature and scope of philosophy of education. Finally, we propose some of the central tenets of the Christian faith as presuppositions of our vision for philosophy of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01