Challenges of the philosophy of education in postmodernity
DOI:
https://doi.org/10.5433/1984-7939.2024v9n1p125Keywords:
crisis in education, democratic education, emancipatory education, solidarity, autonomous moralityAbstract
The objective of this work is to address the situation of philosophy of education in post-modernity, for this we divide the work raising epistemological and ethical challenges, in the second moment the role of philosophy of education for a liberating education and finally the role of aesthetics to achieve The ethical challenge of solidarity. The work is justified because it observes the current crisis in education, following the COVID-19 pandemic through manifestations of totalitarianism, intolerance and anticiência in the population and the role of educational philosophy in order to strengthen democracy. The research is bibliographic and the main theoretical references are to Theodor Adorno (1998), Zygmunt Bauman (1997), Karl Popper (1972) and Richard Rorty (1992). As expected results, we believe that this work may serve to reflect on the educational crisis and encourage dialogue, which will allow us to provide alternatives to alleviate the critical educational situation.
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References
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VATTIMO, Gianni. A sociedade transparente. Lisboa: Relógio D’Água, 1992.
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