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Education's EpistemologyRationality, Diversity, and Critical Thinking$
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Harvey Siegel

Print publication date: 2017

Print ISBN-13: 9780190682675

Published to Oxford Scholarship Online: September 2017

DOI: 10.1093/oso/9780190682675.001.0001

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Epistemology in Excess?

Epistemology in Excess?

A Response to a Heideggerian Reconceptualizing of Critical Thinking

(p.172) 12 Epistemology in Excess?
Education's Epistemology

Harvey Siegel

Oxford University Press

Emma Williams’ “In Excess of Epistemology” (2015) admirably endeavors to open the way to an account of critical thinking that goes beyond the one I have defended ad nauseam in recent decades by developing, via the work of Charles Taylor and Martin Heidegger, “a radically different conception of thinking and the human being who thinks,” one that “does more justice to receptive and responsible conditions of human thought.” In this response I hope to show that much of Williams’ alternative approach is compatible with my own; that, where incompatible, the alternative is problematic; and, finally, that there is a risk of talking past one another, of talking at cross-purposes, that all sides must work to overcome.

Keywords:   Charles Taylor, critical thinking, epistemology, Heidegger, performativity, reasons, receptivity, representation, truth

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