Epistemology of Pedagogy and Culture Critical Readings from Locke to Dewey
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This article, titled "Epistemology of Pedagogy and Culture: Critical Reading from Locke to Dewey", examines the narrative of philosophy and education in modern and contemporary thought, without overlooking the deep-seated roots left by the Platonic legacy in The Republic, where education is viewed as a philosophical matter. In this regard, the book, which represents idealist thought, is regarded as a pedagogical treaty before it is a political one. Our task is to uncover the hidden relationship between the ontological-epistemological and the pedagogical-cultural dimensions, seeking to shift their boundaries, explore their depths, and capture their most elusive essence—especially when considering the flaws that have turned the modern project into a primarily hermeneutic and theoretical one, which, in our view, can be summarized through three major instruments: reason, will, and the psychological apparatus. In this light, the key question we seek a profound answer to is: Is there a rupture between what we want/know/learn and what we do/live/are capable of? In other words, where does today’s misery stem from: Is it from the self, or from pedagogical issues?
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