A relational and communicative understanding of education : on Dewey’s reconstruction of experience and Davidson’s three varieties of knowledge

• The purpose of this paper is to examine in what ways Davidson’s meaning theory might complement a communicative understanding of experience, emphasizing an intersubjective conceptualisation of knowledge, and its implications for education. In this paper I begin with an introduction concerning why relations are coherent with education. John Dewey, as a proponent of a relational view of knowledge of the world, defined in his reconstruction of the concept of experience how experience is permeated with relations (human and others) and knowledge, and, at the same time, has communication as its prerequisite. This is the theme for the second part of the paper. In the third sector I discuss how Donald Davidson’s Theory of Meaning might complement an understanding of how communication ‘works’ more in detail and why knowledge is a relational affair. I also give details about on what points I make the connections between Dewey’s and Davidson’s different philosophies. In the fourth, and final, part I relate this discussion to its implications for education.

Ämnesord

SAMHÄLLSVETENSKAP  -- Utbildningsvetenskap -- Pedagogik (hsv//swe)

SOCIAL SCIENCES  -- Educational Sciences -- Pedagogy (hsv//eng)

Nyckelord

Education

Pedagogik

SOCIAL SCIENCES

SAMHÄLLSVETENSKAP

Social sciences

Socialvetenskap

Education

Pedagogik

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