Abstract
In this chapter, I discuss Charles Taylor’s relevance for educational philosophy regarding his contribution to the discussion of the limits of modern scientific epistemology. Exploring educational links to Taylor beyond his political and moral philosophy, I will focus on how he redescribes the making of the epistemic self in view of the interplay of its distancing from the world and its turning inward, and how this leads to the paradox of a scientific view from nowhere and a subjective certainty. With an interest in developing an educational perspective on philosophical knowledge practices (as alternative to the truth talk of traditional epistemology), I will extract an expressive, social, and generative account of epistemology from the project of overcoming epistemology. This allows for making a conceptual connection between epistemic practices and educational philosophizing as well as educational practices. By articulating educational philosophy as a special way to look at things rather than a general way to look at education, I conclusively address the question of how generating such an educational stance by problematizing educationally is (implicitly) supported by a nonstandard epistemology and a nonrepresentational understanding of the demarcations of academic endeavors.
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Su, H. (2018). Taylor. In: Smeyers, P. (eds) International Handbook of Philosophy of Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-72761-5_36
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