Exploring the premises of European education systems

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This paper (part of a project carried out under the EU’s Marie Curie programme of Intra-European Fellowships, FP7-People-2011-IEF, CETH, 298656) explores the emergence of the European education systems in Modernity. As the paper argues, the institution of education in Europe was associated with a web of meanings encompassed by the central imaginary signification of autonomy, manifested as critique and questioning of established representations, pursuit of truth through rational communication and scientific knowledge, as well as democratic citizenship, conceived of as social and personal self-determination. But, in addition to Greek Antiquity, on which Modernity drew, the European social imaginary included the central signification of rational control and domination, which is articulated mainly as instrumental rationality, techno-scientific supremacy, capitalism, national state and bureaucracy. This fundamental antinomy, between autonomy and rational control, explicated by Castoriadis, constitutes the very particularity of the European imaginary, which has been incarnated, as the paper argues, in the institution of education since the Enlightenment – although its first traces appeared much earlier. Understanding the historical premises of European education would allow us to understand the trajectory that education systems have had till today, in Europe and beyond.
OriginalsprogEngelsk
Udgivelsesår2 jan. 2015
Antal sider18
StatusUdgivet - 2 jan. 2015
Begivenhed5th International Conference on Advances in Social Sciences - Bangkok, Thailand
Varighed: 2 jan. 20153 jan. 2015

Konference

Konference5th International Conference on Advances in Social Sciences
LandThailand
ByBangkok
Periode02/01/201503/01/2015

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