The Modern Condition of Educational Thought

This inquiry attempts to address one problem that teachers hardly ever clarify the meaning of the knowledge they teach. They are not inclined to have a hard look at the rules for the construction and use of knowledge. instead, they prefer to operate with vague but nevertheless fixed ideas about the nature and the selection of knowledge and thus do not do justice to a possible analysis of meaning. Too often are they satisfied with ‘ordinary’ educational thought. Against this, the present inquiry tries to advocate ‘reflective’ educational thought by employing a clearer view of essentialist and contextualist concepts used in daily practice of teaching and learning.