Epistemic freedom and education

Hinchliffe, Geoffrey (2018) Epistemic freedom and education. Ethics and Education, 13 (2). pp. 191-207. ISSN 1744-9642

Preview

PDF (Accepted manuscript) - Accepted Version Download (461kB) | Preview

Abstract

First of all, I define the concept of epistemic freedom in the light of the changing nature of educational practice that prioritise over-prescriptive conceptions of learning. I defend the ‘reality’ of this freedom against possible determinist-related criticisms. I do this by stressing the concept of agency as characterised by ‘becoming’. I also discuss briefly some of the technical literature on the subject. I then move on to discuss Gramsci’s concept of hegemony and Foucault’s idea of ‘productive power’: I argue for the need of a counter-narrative of freedom that takes the form of a genealogy. Finally I discuss in more detail the nature of epistemic freedom and briefly discuss the ethical implications of the concept.

Item Type:	Article
Uncontrolled Keywords:	freedom,agency,domination,hegemony,power
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning Faculty of Arts and Humanities > School of Politics, Philosophy, Language and Communication Studies
UEA Research Groups:	Faculty of Social Sciences > Research Groups > Research in Higher Education and Society
Depositing User:	LivePure Connector
Date Deposited:	13 Jun 2018 11:30
Last Modified:	04 Mar 2024 17:42
URI:	https://ueaeprints.uea.ac.uk/id/eprint/67354
DOI:	10.1080/17449642.2018.1438150

Downloads

Actions (login required)

View Item