Studies in Philosophy and Education

, Volume 10, Issue 3, pp 211–232

Awakening from Descartes' nightmare: On the love of ambiguity in phenomenological approaches to education

  • David W. Jardine
Article

DOI: 10.1007/BF00367745

Cite this article as:
Jardine, D.W. Studies in Philosophy and Education (1990) 10: 211. doi:10.1007/BF00367745

Abstract

This paper is an exploration of the Cartesian paradigms of clarity and univocity and how these inform contemporary educational theory and practice. Phenomenology is discussed as a way of disrupting Descartes' visions of clarity and distinctness as paradigms of knowledge and as a return of inquiry to life as it is actually lived. Analogical discourse is examined as a way of giving a voice to this sort of inquiry. Heidegger's notions of inquiry as obedience and thanksgiving are discussed.

Key Words

educationinquiryDescartesunivocityambiguityanalogyphenomenologyHusserlWittgensteinHeidegger

Copyright information

© Kluwer Academic Publishers 1990

Authors and Affiliations

  • David W. Jardine
    • 1
  1. 1.Faculty of EducationThe University of CalgaryAlbertaCanada