Neoliberal epistemology -- from the impossibility of knowing to human capital.
Today's discussions on education policy mostly consist of uncritical shuff ling of allegedly neutral and merely technical or practical notions such as life-long learning, learning to learn or problem-solving and are based on similarly uncritical acceptance of socio-economic theories of the knowledge...
| Publicado en: | Filozofija i Drustvo Vol. 24; no. 4; pp. 63 - 84 |
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| Formato: | Artículo |
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University of Belgrade, Institute for Philosophy & Social Theory
Dec2013
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| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | Today's discussions on education policy mostly consist of uncritical shuff ling of allegedly neutral and merely technical or practical notions such as life-long learning, learning to learn or problem-solving and are based on similarly uncritical acceptance of socio-economic theories of the knowledge society, which is supposed to present an objective framework of education reforms. The aim of this article is to sketch the history of mentioned notions and to present a critique of theories of the knowledge society through an analysis of its tacit political content. To this aim, we took upon early neoliberal epistemology (Hayek and Polanyi) as well as its transition towards theories of human capital (Drucker and Machlup). Današnje rasprave o politici obrazovanja koje treba da predstavljaju objektivan okvir obrazovnih reformi uglavnom se svode na nekritičko mešanje navodno neutralnih i čisto tehničkih ili praktičnih pojmova kao što su: doživotno obrazovanje, učenje učenja ili rešavanje problema i pri tom se temelje na jednako nekritičkom prihvatanju socio-ekonomskih teorija o društvu znanja. Cilj ovog rada je da skicira istoriju pomenutih pojmova i da kroz analizu njihovog prikrivenog političkog sadržaja ponudi kritiku teorija o društvu znanja. U tu svrhu, dovešćemo u pitanje ranu neoliberalnu epistemologiju (Hajek i Polanji) kao i njenu tranziciju ka teorijama ljudskog kapitala (Druker i Mahlup). |
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