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Witnessing Deconstruction in Education: Why Quasi-Transcendentalism Matters
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Biesta, Gert – Journal of Philosophy of Education, 2009
Deconstruction is often depicted as a method of critical analysis aimed at exposing unquestioned metaphysical assumptions and internal contradictions in philosophical and literary language. Starting from Derrida's contention that deconstruction is not a method and cannot be transformed into one, I make a case for a different attitude towards…
Descriptors: Criticism, Discourse Analysis, Epistemology, Educational Philosophy