Interests and the Growth of Knowledge
Interests and the Growth of Knowledge
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兴趣与知识的增长
DOI：
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发表时间：
1981
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影响因子：
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通讯作者：
J. Grove
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文献类型：
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作者：
J. Grove
反对批判理论化。费伊承认，在教育模式中还没有解决这个问题的办法（第233页）。在这里，我们明确我们的受众似乎很重要。教育理论更容易适用于富裕的自由民主国家的受压迫群体，而不是拉丁美洲、南非或东欧。如果信息的传播受到国家恐怖主义的控制，那么理论就不可能成为颠覆性的，并转向工具性。虽然这是一个活跃的讨论，这些文件的范围是如此广泛，各点并不总是充分发展。对整个结构至关重要的论点是，与希腊的tkeoria相比，德国的理论概念是工具性的。这一论点使最后一节讨论“超越”二分法的方法合法化。总的来说，这种二分法本身并没有令人信服地提出。第二部分所暗示的并不是德国人是工具性的，而是康德、黑格尔、马克思和尼采有着比通常所认为的更多的共同点。即使是这篇论文也需要比一本散文集更详细的研究。尽管如此，鲍尔的作品集还是很重要的，因为它确实为一些既定的主题提供了一些新的视角，并提请人们注意需要反思理论可能有意义地指导行动的条件。
oppose critical theorizing. Fay accepts that no solution to this problem as yet exists within the educative model (p. 233). Here it seems important that we specify our audiences. Educative theory applies much more readily to oppressed groups in the affluent liberal democracies, than it does to Latin America, South Africa, or Eastern Europe. Where dissemination of information is controlled by State terror, thenit is not surprisingthat theory becomes subversiveand takes an instrumental turn. Although this is a lively collection of discussions, the scope of these papers is so broad that points are not always sufficiently developed. The argument that is crucial for the overall structure is that the German concept of theory was instrumental, in contrast with the Greek tkeoria. This argument legitimates a final section which discusses ways of ‘transcending’ the dichotomy. On balance, the dichotomy itself has not been presented convincingly. What is suggested in the second section is not that the Germans were instrumental, but that Kant, Hegel, Marx, and Nietzsche had more in common than is generally supposed. Even this thesis requires more detailed working through than is possible in a collection of essays. Nonetheless, Ball’s collection is important in that it does offer some new perspectives on some established themes, and draws attention to the need to reflect on the conditions in which theory may meaningfully guide action.