Post-Foundationalism, Enhanced Liberalism and Post Truth: 21st Century Developments, in Early Childhood Education
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
I will start my keynote with a short historical hindsight. In that hindsight I will particularly look at two historical periods and how science has played a role in what we consider to be true. The first period is the period in which early childhood education has come about: the late 19th and early 20th century. From a scientific perspective it was a glorious period with new developments in statistics, in prophylaxis and in eugenics. The second period is the period after the second world war. It was the period of developmental psychology, attachment theory et cetera. So, my point there is not to tell a history of early childhood education, but to tell a history of how truth has been constructed. And my main point in telling that story is that what we consider as truth is always contingent with the social, cultural, economic and political context. Then I will turn to a second part of my lecture: a comment on today’s rise of the neurosciences, and its contingency with the context of neoliberalism. In a third part, I will attempt to analyse this story from a meta-perspective and comment on the rise of post foundationalism and post humanism and ask the question to what extent that is also contingent with the post truth era and what this may mean for us as an early childhood research community.
Abstract
I will start my keynote with a short historical hindsight. In that hindsight I will particularly look at two historical periods and how science has played a role in what we consider to be true. The first period is the period in which early childhood education has come about: the late 19th and early 20th century. From a scientific perspective it was a glorious period with new developments in statistics, in prophylaxis and in eugenics. The second period is the period after the second world war. It was the period of developmental psychology, attachment theory et cetera. So, my point there is not to tell a history of early childhood education, but to tell a history of how truth has been constructed. And my main point in telling that story is that what we consider as truth is always contingent with the social, cultural, economic and political context. Then I will turn to a second part of my lecture: a comment on today’s rise of the neurosciences, and its contingency with the context of neoliberalism. In a third part, I will attempt to analyse this story from a meta-perspective and comment on the rise of post foundationalism and post humanism and ask the question to what extent that is also contingent with the post truth era and what this may mean for us as an early childhood research community.