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Centring the subject in order to educate

Webster, R. Scott 2007, Centring the subject in order to educate, Educational philosophy and theory, vol. 39, no. 5, pp. 519-530, doi: 10.1111/j.1469-5812.2007.00250.x.

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Title Centring the subject in order to educate
Author(s) Webster, R. ScottORCID iD for Webster, R. Scott orcid.org/0000-0002-5253-4894
Journal name Educational philosophy and theory
Volume number 39
Issue number 5
Start page 519
End page 530
Publisher Wiley-Blackwell Publishing
Place of publication Oxford, England
Publication date 2007-09
ISSN 0013-1857
1469-5812
Keyword(s) subjective truth
authenticity
centring
existentialism
subject
Summary It is important for educators to recognise that the various calls to decentre the subject—or self—should not be interpreted as necessarily requiring the removal of the subject altogether. Through the individualism of the Enlightenment the self was centred. This highly individualistic notion of the sovereign self has now been decentred especially through post-structuralist literature. It is contended here however, that this tendency to decentre the subject has been taken to an extreme at times, especially by some designers of school frameworks and curricula, who have eliminated the subject altogether. Such elimination is argued to contribute to the numbers of youth who are dropping out of school. By adopting an existential perspective and by drawing mainly upon Kierkegaard's subjective truth and Dewey's notion of centeredness, the case is made that for education the subject should not only be included but should actually be centred—at least momentarily.
Language eng
DOI 10.1111/j.1469-5812.2007.00250.x
Field of Research 139999 Education not elsewhere classified
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2007, The Author
Persistent URL http://hdl.handle.net/10536/DRO/DU:30033921

Document type: Journal Article
Collection: School of Education
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