Michel Foucault: Materialism and EducationBloomsbury Academic, 1999 M07 30 - 216 páginas Although Foucault departs from Marxism, his own approach constitutes a form of consistent materialism which has theoretical implications for the analysis of social and educational discursive systems. In seeking to demonstrate a correct reading of Foucault, linguistic readings of his work, such as those of Christopher Norris (1993), which represent him as part of the linguistic turn in French philosophy, where language (or representation) henceforth defines the limits of thought, will be dispelled in the process of being corrected. Rather, Foucault will be represented, as Habermas (1987) has suggested, not merely as a historicist but at the same time as a nominalist, materialist, and empiricist. |
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... thought has a historicity which is proper to it . That it should have this historicity does not mean that it is deprived of all universal form , but instead that the putting into play of these universal forms is itself historical ...
... thought becomes possible in that the thinker can " step back from [ a certain ] way of acting or reacting , to present it to oneself as an object of thought and question it as to its meanings , its conditions , and its goals " ( 388 ) .
... thought , a transformation that is only a way of adjusting the same thought more closely to the reality of things can merely be a superficial transformation . . . as soon as one can no longer think things as one formerly thought them ...
Contenido
Foucaults Different Faces | 39 |
Foucault and Marxism | 49 |
Relativism | 71 |
Derechos de autor | |
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