Some philosophical insights into the modern knowledge and education

Stojanov, Trajce (2023) Some philosophical insights into the modern knowledge and education. In: XL International Scientific Conference: Knowledge without Borders, 07-09 Apr 2023, Srbija. (In Press)

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Abstract

This paper critically examines several terms that are frequently used in modern educational theories, such as "knowledge society", "critical thinking", "learning how to learn", "practical knowledge", and "lifelong learning". These terms are often repeated without much critical thought, but upon closer examination, they can be seen as lacking meaning and even causing harm to education.
Despite their shortcomings, these terms have become ubiquitous in the field of education, and those who do not use them risk being at a disadvantage in debates or damaging their academic reputation if they criticize them. As a result, many theorists simply accept these notions without question. However, this paper argues that it is necessary to problematize these terms and engage in critical thinking to improve our understanding of education and knowledge. By analyzing these concepts and their limitations, we can develop more nuanced and effective approaches to teaching and learning.
In this paper, we will subject each of these terms to a critical theoretical-philosophical analysis to show that one should be careful in their use in a theoretical and practical sense, especially when they guide the educational process and shape educational policies. For example, although we agree that we live, or should strive to live, in a "knowledge-based society," the critical mind poses a logical question: wasn’t this always a goal since the birth of modern civilization? Wasn't ancient Greece, as the birthplace of science, clear that science ensures progress? Wasn't Alexander the Great taught by Aristotle, one of the wisest philosophers of his time?
Similarly, we can see the term "critical thinking" itself is problematic, as thinking itself implies criticality. Therefore, the term is redundant and illogical. If the thought is not critical, it is not truly thinking but an opinion or belief.
Or the term „lifelong learning“. What does it mean at all? And why learning is promoted as an end in itself, and at the same time when "practical knowledge" is a primary educational goal? How is it that on the one hand lifelong learning is valuable and good in itself, and on the other hand we are required to learn and acquire practical knowledge?
These, and other above-mentioned terms will also be subject to critical observation in this paper to shed light on their uncritical use in today's educational theory and practice. The goal is to provide a different perspective, distinctive from the dominant one, in order to preserve critical distance from the main educational narrative. This will enable us deeper insight into today`s educational policies that shape our education and knowledge. In that order, we will refer to some ancient and modern thinkers such as Aristotle and Michael Foucault, and their ideas about society, knowledge, and education.

Item Type:	Conference or Workshop Item (Paper)
Subjects:	Humanities > Philosophy, ethics and religion
Divisions:	Faculty of Educational Science
Depositing User:	Trajce Stojanov
Date Deposited:	04 Apr 2023 09:07
Last Modified:	02 May 2023 09:12
URI:	https://eprints.ugd.edu.mk/id/eprint/31622

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