Table of Contents

Facing Epistemic Uncertainty - 2 CONTENTS - 7 I INTRODUCTION: A BRIEF RECONSTRUCTION OF THE DEVELOPMENT OF PHILOSOPHY OF EDUCATION AS AN ACADEMIC DISCIPLINE - 12 II BEYOND FOUNDATIONS - SIGNS OF A NEW NORMATIVITY IN PHILOSOPHY OF EDUCATION - 30 III EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION I: FOUNDATIONALISM, FALLIBILISM, AND CONTEXTUALISM - 54 IV THE FRUITS OF IRONY: GAINING INSIGHT INTO HOW WE MAKE MEANING OF THE WORLD - 68 V EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION II: RELATIVISM, ARBITRARINESS, AND DYNAMIC-DISCURSIVE CONTEXTS - 92 VI NEGOTIATING THE WORLD. SOME PHILOSOPHICALCONSIDERATIONS ON DEALING WITH DIFFERENTIAL ACADEMIC LANGUAGE PROFICIENCY IN SCHOOLS - 102 VII EPISTEMOLOGICAL INSIGHTS AND CONSEQUENCES FOR PHILOSOPHY OF EDUCATION III: DISCURSIVE EPISTEMOLOGY AND THE GROWTH OF KNOWLEDGE - 120 VIII THE PRIMACY OF COMMITMENT IN PHILOSOPHY OF EDUCATION - 128 IX SUMMARIZING AND CONCLUDING REMARKS: COMMITMENT AND ACADEMIC RIGOR IN PHILOSOPHY OF EDUCATION - 154 NEDERLANDSE SAMENVATTING (DUTCH SUMMARY)OMGAAN MET EPISTEMISCHE ONZEKERHEID: KENMERKEN, MOGELIJKHEDEN EN BEPERKINGEN VAN EEN DISCURSIEF-CONTEXTUALISTISCHE BENADERING VAN DE OPVOEDINGSFILOSOFIE - 170 DANKWOORD (ACKNOWLEDGEMENTS IN DUTCH) - 182

About the Author

Roel van Goor is a teacher and researcher at Inholland University of Applied Sciences in Amsterdam. After completing a degree in physical education, he studied both education and philosophy of the social sciences, and finished a master in philosophy of education at the University of Amsterdam.