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Some thoughts for a new critical language of education Truth, justification and deliberation
Stockholm University, Faculty of Social Sciences, Department of Education.
2009 (English)In: Philosophy & Social Criticism, ISSN 0191-4537, E-ISSN 1461-734X, Vol. 35, no 6, 685-703 p.Article in journal (Refereed) Published
Abstract [en]

The notion of 'truth' is one of the most important concepts within critical thinking and critical pedagogy as well as in other traditions or theories, and truth is seen by many as the outcome of inquiry. In this article I will argue for an alternative notion of truth to those that will be discussed in it and that such a view has to be included in a new critical language in education. I discuss a realist notion, a postmodernist social constructivist notion, a relativist notion, a deflationist and a cautionary discursive conception of truth put forward by Habermas, and contend that they are problematic in the light of my interpretation of Donald Davidson's philosophy of language. I also argue that truth cannot be a goal of inquiry, but that understanding and justification are legitimate goals. Finally, I contend that it is reasonable to include notions such as understanding, justification and deliberation in Davidson's terminology in a new critical language of education.

Place, publisher, year, edition, pages
2009. Vol. 35, no 6, 685-703 p.
Keyword [en]
critical pedagogy, critical theory, deliberation, justification, truth, understanding
National Category
URN: urn:nbn:se:su:diva-60042DOI: 10.1177/0191453709104453ISI: 000267008800004OAI: diva2:433802
authorCount :1Available from: 2011-08-11 Created: 2011-08-08 Last updated: 2011-08-11Bibliographically approved

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