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2 Horsthemke K.

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Thinking without Heidegger?

100%

Horsthemke K.

Forum Pedagogiczne

2019

tom 9

nr 1

245-256

There has been a resurgence of Martin Heidegger’s ideas in recent years, especially within English-language philosophy of education. Yet, there have also been other developments that deserve to be taken seriously, first and foremost the indication that his anti-Semitism informs not only his personal beliefs and political stance but is already rooted in his philosophy, notably his ontology. It is these developments and the context of Heidegger’s philosophy that are examined first, before I return to the purported significance of his ideas for education towards the end of this essay.

Global citizenship education and the idea of diverse epistemologies

100%

Horsthemke K.

Forum Pedagogiczne

2020

tom 10

nr 1

Three broad kinds of orientation can be identified with regard to (global) citizenship education (GCE): cosmopolitanism, localism, and relationalism. They differ in their respective approaches not only to cultural transmission and instruction but also to knowledge and knowledge production. My aim in this paper is to interrogate the notion of local or indigenous knowledge in GCE research and to investigate whether the postcolonial idea of diverse epistemologies does not employ a mistaken sense of ‘epistemology’. I argue that there are good reasons for an unequivocal and universally applicable understanding of knowledge and epistemology in (global) citizenship education and GCE research – and for being able to distinguish between knowledge and non-knowledge. Geographic, ethnic, racial and gender-based origin and affiliation do not constitute relevant criteria for any such demarcation. Instances in which they are cited as criteria raise questions not of epistemological relevance but rather of social justice.