La critique de l’épistémologie classique et ses implications pédagogiques chez John Dewey et Karl Popper
Dewey and Popper have both criticized classical theories of knowledge by opposing them with a naturalistic and evolutionary epistemology in which knowledge is thought to be an extension of vital activity. Although they aim at the same target, the two philosophers do not criticize classical epistemol...
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| Format: | Article |
| Language: | fra |
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Nantes Université
2018-11-01
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| Series: | Recherches en Éducation |
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| Online Access: | https://journals.openedition.org/ree/1943 |
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| author | Alain Firode |
| author_facet | Alain Firode |
| author_sort | Alain Firode |
| collection | DOAJ |
| description | Dewey and Popper have both criticized classical theories of knowledge by opposing them with a naturalistic and evolutionary epistemology in which knowledge is thought to be an extension of vital activity. Although they aim at the same target, the two philosophers do not criticize classical epistemology for the same reasons. The error of most philosophers, for Dewey, is to have accepted "the spectator theory of knowledge" which identifies knowledge with an adequate representation of the reality ; according to Popper, it is to have remained prisoner of the "subjectivist epistemology" which limits knowledge to what is known by a subject. These two ways of looking at the fundamental error of Western philosophy result in two different criticisms of traditional pedagogy. |
| format | Article |
| id | doaj-art-4529441a4cf04cccacf2a8bad7ebb120 |
| institution | Kabale University |
| issn | 1954-3077 |
| language | fra |
| publishDate | 2018-11-01 |
| publisher | Nantes Université |
| record_format | Article |
| series | Recherches en Éducation |
| spelling | doaj-art-4529441a4cf04cccacf2a8bad7ebb1202025-01-10T14:06:38ZfraNantes UniversitéRecherches en Éducation1954-30772018-11-013410.4000/ree.1943La critique de l’épistémologie classique et ses implications pédagogiques chez John Dewey et Karl PopperAlain FirodeDewey and Popper have both criticized classical theories of knowledge by opposing them with a naturalistic and evolutionary epistemology in which knowledge is thought to be an extension of vital activity. Although they aim at the same target, the two philosophers do not criticize classical epistemology for the same reasons. The error of most philosophers, for Dewey, is to have accepted "the spectator theory of knowledge" which identifies knowledge with an adequate representation of the reality ; according to Popper, it is to have remained prisoner of the "subjectivist epistemology" which limits knowledge to what is known by a subject. These two ways of looking at the fundamental error of Western philosophy result in two different criticisms of traditional pedagogy.https://journals.openedition.org/ree/1943philosophy of educationpedagogy: theories and historyreligion and education |
| spellingShingle | Alain Firode La critique de l’épistémologie classique et ses implications pédagogiques chez John Dewey et Karl Popper Recherches en Éducation philosophy of education pedagogy: theories and history religion and education |
| title | La critique de l’épistémologie classique et ses implications pédagogiques chez John Dewey et Karl Popper |
| title_full | La critique de l’épistémologie classique et ses implications pédagogiques chez John Dewey et Karl Popper |
| title_fullStr | La critique de l’épistémologie classique et ses implications pédagogiques chez John Dewey et Karl Popper |
| title_full_unstemmed | La critique de l’épistémologie classique et ses implications pédagogiques chez John Dewey et Karl Popper |
| title_short | La critique de l’épistémologie classique et ses implications pédagogiques chez John Dewey et Karl Popper |
| title_sort | la critique de l epistemologie classique et ses implications pedagogiques chez john dewey et karl popper |
| topic | philosophy of education pedagogy: theories and history religion and education |
| url | https://journals.openedition.org/ree/1943 |
| work_keys_str_mv | AT alainfirode lacritiquedelepistemologieclassiqueetsesimplicationspedagogiqueschezjohndeweyetkarlpopper |