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Education, knowledge, and symbolic form

Research Output: Contribution to journal Article Peer-review

Open access

Sustainable Development Goals

  • SDG 4 - Quality Education
    SDG 4 Quality Education

Abstract

This article aims to introduce Ernst Cassirer, and his philosophy of symbolic form, to education studies, and, in doing so, to challenge the widespread but deeply flawed views of knowledge and so-called knowledge-based education that have shaped recent education policy in England. After sketching the current educational landscape, and then some of the main lines of flight in Cassirer’s work, time is given to a comparison with Heidegger—a more familiar figure by far in Anglophone philosophy than Cassirer, and who contributed to the displacement of Cassirer—in order to illustrate more clearly Cassirer’s original contribution, in particular to the relationship between knowledge and time. Cassirer’s view of knowledge stands in marked and critical contrast to that which has shaped recent educational reform in England, as he sees knowledge as a productive and expressive matter, and repudiates what I call the ‘building-blocks’ picture of knowledge and the hierarchisation of subject areas.

Publication Information

Output type

Research Output: Contribution to journal Article Peer-review

Original language

English

Pages from-to (Number of pages)

Pages 291-306 (16 pages)

Journal (Volume, Issue Number)

Oxford Review of Education (Volume 44, Issue 3)

Publication milestones

  • Accepted/In press - 11/09/2017
  • Published - 20/12/2017

Publication status

Published - 20/12/2017

ISSN

0305-4985

External Publication IDs

  • handle.net: 10547/622514
  • Scopus: 85038629389

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