Suchergebnisse

Cooper, Frederick. Colonialism in Question: Theory, Knowledge, History. Berkeley: University of California Press, 2005. 327 pp

Leo Strauss (What Is Political Philosophy?, Glencoe, Ill: Free Press, 1959) proposes as a criterion for the adequacy of an interpretation of a philosophical text that it understand the "thought of a philosopher exactly as he understood himself." This claim is examined from the perspective of a newly formulated version of historicism. Knowledge cannot be regarded as a timeless entity, but rather as a continuing process within history. Thus, it is not possible either to isolate one moment in a thinker's life at which his thought formed a complete & unified system, or to isolate one's own reading from the accumulation of knowledge since the work read was first written. It is possible to recognize philosophical facts that represent the universal & permanent structure of human existence, but these facts are understood in a way subject to historical change & growth. In On Rules of Philosophic Interpretation: A Critique of Ryn's "Knowledge and History," Eugene F. Miller (U of Georgia, Athens) finds that Ryn does not develop Strauss's approach in a way consistent with what Strauss intended. This approach was intended to teach philosophic humility, & embodied a rejection of the historicist position that past thinkers can be understood better in the present than they understood themselves. Ryn's views do not appear to be historicist; further he does not refute Strauss's proposed rule, & disregards Strauss's own recognition that knowledge is not static or timeless. In Strauss and Knowledge: A Rejoinder, Claes G. Ryn finds that Miller's recommended intellectual humility is implicitly based on the idea that certain great thinkers are free of the tendencies to imprecision & incompleteness that are present in all other thinkers. Strauss's actual ideas contain a number of tensions & inconsistencies that Miller does not succeed in resolving; his repetition of Strauss's position does not establish any new basis from which that position might be defended. W. H. Stoddard.

Historians have long been interested in knowledge, its nature and origin, and the circumstances under which it was created, but it has only been in recent years that the history of knowledge has emerged as an academic field in its own right. 'Circulation of Knowledge', a group of Nordic scholars explore a range of theoretical and methodological approaches to this new and exciting area of historical research. The question of knowledge in motion is central to their investigations, and especially how knowledge is transformed when it circulates between different societal arenas, literary genres, or forms of media. Reflecting on twelve empirical studies, from sixteenth-century cartography to sexology in the 1970s, the authors make a significant contribution to the growing international research on the history of knowledge

he Australian Curriculum History, like all curriculum texts, is one version of legitimate knowledge, which has been "produced out of the cultural, political, economic conflicts, tensions and compromises that organise and disorganise a people" (Apple, 1993, p.1). This presentation highlights the 'spaces' and 'places' of the curriculum as representations of particular knowledge and identities. Whose knowledge is privileged and what places and perspectives on place are positioned as significant? How do orientations to spatial markers – local, regional, national, global – seek to organise and disorganise? This paper draws on critical theory and a detailed discourse analysis of the Australian Curriculum History and accompanying professional resources. This analysis examines the way that particular perspectives and judgements about 'significance' privilege and marginalise. The document analysis is complemented by a case study of school practice that positions students as key agents in legitimating local knowledge.