|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Unrefereed|
|Title:||"Prelude to the School to Come. . ." Introduction to the Special Issue|
|Authors:||Lees, Helen E|
|Citation:||Lees HE & Peim N (2013) "Prelude to the School to Come. . ." Introduction to the Special Issue, Studies in Philosophy and Education, 32 (2), pp. 113-122.|
|Abstract:||First paragraph: In several interviews, Michel Foucault expressed a dislike of any polemics that insists on making those who disagree into enemies, silencing other possibilities by invoking an authority that undercuts the authority and right to speak of others. A problematisation, for Foucault, is the opposite of a polemic (see Foucault 1985). A problematisation raises questions; it focuses on the problem at hand rather than insisting on a party line. It takes risks, questions rights and disrupts legitimacy. Polemics often leads to an impasse, as polemicists focus on the consolidation of established truth claims or on negating the argument of their opponent. Problematization, however, can open up the potential for a rethinking of the very terms and grounds of argument, knowledge and understanding.|
|Rights:||Publisher policy allows this work to be made available in this repository. Published in Studies in Philosophy and Education, March 2013, Volume 32, Issue 2, pp 113-122 by Springer. The original publication is available at www.springerlink.com|
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