Thinking Educational Controversies through Evil and Prophetic Indictment: Conversation versus Conversion

Autor/inn/en	Burke, Kevin J.; van Kessel, Cathryn
Titel	Thinking Educational Controversies through Evil and Prophetic Indictment: Conversation versus Conversion
Quelle	In: Educational Philosophy and Theory, 53 (2021) 1, S.90-100 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Burke, Kevin J.) ORCID (van Kessel, Cathryn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1857
DOI	10.1080/00131857.2020.1767072
Schlagwörter	Educational Philosophy; Educational Policy; Educational History; Antisocial Behavior; Epistemology + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Politics of education; Bildungspolitik; History of education; Bildungsgeschichte; Erkenntnistheorie
Abstract	This article is about evil and its function in educational discourse. The research posits, using work in postsecularism and particularly through an historical, legal, and theological read of prophetic indictment and the function of the jeremiad in educational policy, that the terms of educational debate are rendered in a legal rather than a deliberative discursive framework. This lends itself, then, to the creation of evil others opposed to one's own preferred policy prescriptions and renders much of the discussion about and around the need for conversation and comity moot. The authors propose attending to the function of evil in education as well as positing an historical approach to thinking about why we often can't think differently about educational arguments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01