'Education is the new philosophy', to make a metadisciplinary claim for the learning sciences

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter explores the marginal position and at times methodologically narrow focus of the discipline of education today. It suggests as a counterpoint that a much broader claim can be made for the significance and scope of education. Indeed, as the discipline which explores how humans come to know, and as the discipline deployed to initiate novices into every other discipline, education could make a claim - much as philosophy did until it slipped into practical irrelevance - that it is the discipline of disciplines, or metadiscipline. The chapter explores the implications of this move at a number of levels, from a strategic level in which education plays a pre-eminent role in the formation of 'knowledge society', to its implications for the pragmatics of pedagogy.

Original languageEnglish (US)
Title of host publicationA Companion to Research in Education
PublisherSpringer Netherlands
Pages101-115
Number of pages15
Volume9789400768093
ISBN (Electronic)9789400768093
ISBN (Print)9400768087, 9789400768086
DOIs
StatePublished - Oct 1 2014

Keywords

  • Disciplinarity
  • Epistemology
  • Knowledge Society
  • Pedagogy
  • Science

ASJC Scopus subject areas

  • Social Sciences(all)

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  • Cite this

    Kalantzis, M., & Cope, W. (2014). 'Education is the new philosophy', to make a metadisciplinary claim for the learning sciences. In A Companion to Research in Education (Vol. 9789400768093, pp. 101-115). Springer Netherlands. https://doi.org/10.1007/978-94-007-6809-3_13