For centuries, knowledge has been thought to be the key to human
progress of all kinds and has dominated Western culture. But what
if knowing has now become an impediment to further human
development? This text is concerned with the practical
consideration of how to reconstruct our world when modernist ideas
have been refuted and many social problems appear insoluble. The
authors suggest that we should give up knowing in favour of
performed activity. They show how to reject the knowing paradigm in
practice and present the many positive implications this has for
social and educational policy. Over the past two decades, a
postmodern critique of the modern conception of knowing and its
institutionalized practice has emerged. To many, this is a
dangerous threat to the tradition of liberal education,
strengthened by recent prestigious voices from the physical and
natural sciences. The book challenges even the postmodernists
themselves, rejecting the reform of knowing for a totally new
performatory form of life. They support their argument with a new
reading of Lev Vygotsky and Ludwig Wittgenstein.
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