Knowledge and Learning as Contingent Constructions. A Critical Investigation of the Implications of Contingency-Arguments for Educational Theory

EUROPEAN EDUCATIONAL RESEARCH ASSOCIATION Knowledge and Learning as Contingent Constructions. A Critical Investigation of the Implications of Contingency-Arguments for Educational Theory Author(s):Thyge Tegtmejer Conference:ECER 2009 Network:13. Philosophy of Education - Standard submissions Format:Paper Session Information 13 SES 10 A, Knowledge and Learning Paper Session Time:2009-09-30 14:45-16:15 Room:HG, HS 41 Chair:Zdenko Kodelja Contribution Knowledge and Learning as Contingent Constructions. A Critical Investigation of the Implications of Contingency-Arguments for Educational Theory This paper analyses and discusses the consequences, possibilities and problems which arise for educational theory when knowledge and learning are conceived as contingent constructions. In recent years, a number of educational theorists have taken up epistemological arguments for contingency arising from several prominent traditions of theory, and have along these lines developed theories of the conditions and possibilities for education. This paper takes as its point of departure the assumption that the prevailing way of theoretically handling contingency entails a line of fundamental problems for educational theory. Therefore the analysis of the prevailing positions is being carried out with the intention of presenting and discussing an alternative grounding theory for educational theory. The prevailing way of handling the arguments of contingency is common to several different theories, which in other respects differ considerably; from postmodern theories to Systems theory, and from the Danish Social-analytical theory (socialanalytikken) to Radical Constructivism. Each in their own way, these theories argue that knowledge and learning are contingent and non-necessary constructions; an assertion which implies that reality is unknowable. Thus, there is no access to tenable knowledge which can serve as a foundation for an educational project with defined aims, decided content and specific values. Therefore, it is being argued, the legitimacy and authority to point out and eventually force through a specific educational project is lost. According to these theories any educational project must therefore be decided by and tailored to the single individual, who is to decide what to know and what to believe in, and how he or she wants to learn. Although the prevailing positions insist that their way of handling

contingency is the only one possible, the paper seeks other possibilities for constructing a theory in relation to the arguments of contingency.the paper designates an alternative possibility as an `intervention-oriented grounding theory for educational theory. By rejecting the premise that a theory can only be grounded on absolute truth, and by critically appropriating the most promising features of different attempts at grounding a theory with an orientation towards intervening in and changing the discourses and practices of education, the paper constructs the contours of an alternative grounding theory. In contrast to the prevailing contingency-based positions, such a construction allows a positively formulated educational project, and is at the same time both socially and politically reflexive and metatheoretically tenable. Method The paper draws on three different perspectives. It points out, analyses and discusses educational, societal-political and metatheoretical assumptions, constructions and implications. The combination of an educational, a societal-political and a metatheoretical perspective seem both relevant and necessary in the field of the philosophy of education. Some of the promising aspects in the alternative grounding theory, as well as the problematic features that need further development, are pointed out and discussed. The list of implications and problems for educational theory isn t complete, but does offer the opportunity to point out this theoretical possibility as the most promising alternative way of grounding educational theory on contingency. Expected Outcomes This theoretical handling of contingency contains several problems. As a foundation for educational theory it is strongly insufficient. In a societal and political perspective problems occur as well, as the theoretical outlook makes invisible several important social conditions. In a metatheoretical perspective, the analysis points out two grave problems in the theoretical constructions of the prevailing positions: Only by presupposing unusual standards for argumentation and grounding, the positions are able to establish the claim that all positively formulated educational projects are illegitimate and have to be dismantled. Furthermore, all of the prevailing positions state a line of ontological and epistemological assumptions which by a closer examination excludes the very possibility of their own theoretical constructions. The paper concludes that in its present form, this way of handling contingency is not useable as a foundation for educational theory, when assessed in an educational, a societal-political and in a metatheoretical perspective. References Alcroff 1988: Alcroff, Linda (1988): Cultural Feminism vs. Poststructuralism: The Identity Crisis in Feminist Theory in: Signs. Vol. 13, no. 3, 1988 Aranowitz & Giroux 1991: Aranowitz, Stanley & Giroux, Henry: Postmodern Education. Politics, Culture and Social Criticism. University of Minnesota Press, Minneapolis & Oxford 1991 Aristotle 1998: Aristotle: The Metaphysics. Penguin Books, London 1998 Biesta 2001: Biesta, Gert J. J. (2001): Preparing for the incalculable. Deconstruction, justice and the question of education in: Biesta, Gert J. J. & Egéa-Kuehne, Denise (Ed.): Derrida and Education. Routledge, London; New York 2001 Biesta & Egéa-Kuehne 2001: Biesta, Gert J. J. & Egéa-Kuehne, Denise (2001): Opening. Derrida and Education in: Biesta, Gert J. J. & Egéa-Kuehne, Denise (Ed.): Derrida and Education. Routledge, London & New York 2001 Bruun 2006: Bruun, Jens M.: Identitet selvdannelse masse, Ph.d.-afhandling, Danmarks Pædagogiske Universitets Forlag, København 2006 Christensen 1968: Christensen, Georg: Opdragelsens historie. Gyldendal, København 1968 Cole & Hill 2002: Cole, Mike & Hill, Dave (2002): `Resistance Postmodernism - Progressive Politics or Rhetorical Left Posturing? in: Hill, Dave; McLaren, Peter; Cole, Mike & Rikowski, Glenn: Marxism Against Postmodernism in Educational Theory. Lexington Books, Lanham 2002 Cooper 2003: Cooper, Denise E. (2003): Postmodernism in: Curren, Randall (ed.): A Companion to the Philosophy of Education. Blackwell, Oxford 2003 Culler 1983: Culler, Jonathan: On Deconstruction. Routledge, London & New York 1983

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