Spinoza on the teaching of doctrines: Towards a positive account of indoctrination

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH
J. Dahlbeck
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引用次数: 4

Abstract

The purpose of this article is to add to the debate on the normative status and legitimacy of indoctrination in education by drawing on the political philosophy of Benedict Spinoza (1632–1677). More specifically, I will argue that Spinoza’s relational approach to knowledge formation and autonomy, in light of his understanding of the natural limitations of human cognition, provides us with valuable hints for staking out a more productive path ahead for the debate on indoctrination. This article combines an investigation into the early modern history of political ideas with a philosophical inquiry into a persistent conceptual problem residing at the heart of education. As such, the aim of the article is ultimately to offer an account of indoctrination less fraught with the dangers of epistemological and political idealism that often haunt rival conceptions.
斯宾诺莎论教义教学:对教化的积极阐释
本文的目的是通过借鉴本尼迪克特·斯宾诺莎(1632-1677)的政治哲学,为关于教育中灌输的规范地位和合法性的辩论添砖加瓦。更具体地说,我认为,鉴于斯宾诺莎对人类认知的自然局限性的理解,他对知识形成和自主性的关系方法为我们提供了宝贵的提示,为关于灌输的辩论开辟了一条更有成效的道路。本文结合了对早期现代政治思想史的调查,以及对教育核心问题的哲学探究。因此,这篇文章的目的最终是提供一个关于灌输的描述,不那么充满认识论和政治理想主义的危险,这些危险经常困扰着对立的概念。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Theory and Research in Education
Theory and Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.00
自引率
0.00%
发文量
22
期刊介绍: Theory and Research in Education, formerly known as The School Field, is an international peer reviewed journal that publishes theoretical, empirical and conjectural papers contributing to the development of educational theory, policy and practice.
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