Challenging the Limits of Critique in Education through Morin's Paradigm of Complexity

Autor/in	Alhadeff-Jones, Michel
Titel	Challenging the Limits of Critique in Education through Morin's Paradigm of Complexity
Quelle	In: Studies in Philosophy and Education, 29 (2010) 5, S.477-490 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-3746
DOI	10.1007/s11217-010-9193-8
Schlagwörter	Models; Educational Theories; Educational Philosophy; Academic Discourse; Criticism; Discourse Analysis; Critical Thinking; Critical Theory + Suchen Sie Ihr Suchwort? Analogiemodell; Educational theory; Theory of education; Bildungstheorie; Bildungsphilosophie; Erziehungsphilosophie; Discourse; Diskurs; Kritik; Diskursanalyse; Kritisches Denken; Kritische Theorie
Abstract	The position adopted in this paper is inspired by Edgar Morin's paradigm of complexity and his critique of scientific and philosophical forms of reductionism. This paper is based on research focusing on the diversity of conceptions of critique developed in academic discourses. It aims to challenge the fragmentation and the reduction framing the understanding of this notion in educational sciences. The reflection begins with the introduction of some of Morin's assumptions concerning the paradigm of complexity. The next section provides a definition of the idea of critique and explores some limits associated with contemporary references framing this notion. Theories of critique are at the core of several educational theories. Based on the literature identified in French-speaking and English-speaking critical traditions in education, several factors determining the way the idea of critique is reduced in education are highlighted. Stressing the tacit character of those variables challenges the limits of traditional conceptions of critique in contemporary education. The position adopted denounces therefore the fact that the current development of theories of critique in education does not provide a framework considering more systematically their conditions of emergence, their own limitations, as well as the antagonistic, complementary and contradictory relationships, which connect them to one another. Based on this position, this paper finally suggests that a distinction be made between "hypocritique" and "hypercritique" as a semantic artifact, stressing the importance of challenging existing theories of critique in education according to the level of complexity that one may attribute to them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10