The Humanities and Serres's "New Organization of Knowledge"

By:
Prof. Denise Egéa-Kuehne
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According to Serres, both separations between past and present and between sciences and the humanities, characteristic of the current approach to knowledge and reinforced by educational institutions, are a serious source of problems for what he considers an intrinsic part of knowledge and calls "morality". Serres's endeavor to break barriers between and within the disciplines of sciences and the humanities and between past and present, and his efforts to establish links and relations between and among them, are well represented in his works as well as illustrated in his own life experience. Nowadays, Serres sees the problems of responsibility and what he calls "morality" raised by the relations between sciences and violence as dominating everything in life and knowledge. He believes that we should not repeat the move of absolute rupture with the past, leaving it behind, nor between disciplines. Scholars with a "good knowledge of hard sciences and... [of] the humanities, that is [those] who would have both rigor and culture", would be less likely to accept lies carried by ideologies, and to lose sight of the human factor.


Keywords: Knowledge, Humanities, Sciences, Serres, Morality
Stream: Knowledge
Presentation Type: Virtual Presentation in English
Paper: Humanities and Serres's "New Organization of Knowledge", The


Prof. Denise Egéa-Kuehne

Associate Professor, Department of Curriculum and Instruction College of Education, Louisiana State University
USA

Denise Egéa-Kuehne is Associate Professor in the College of Education and Director of the French Education Project for Research and Teacher Education at Louisiana State University, Baton Rouge. Her major areas of research include curriculum theory, philosophy of education, critical theory and cultural studies. She lectures and publishes in North America and Europe on issues of diversity, languages, human rights and related ethico-political issues, especially where education, knowledge, and educational institutions are concerned. Her scholarship draws on both European and American educational experiences and scholarship. Her work has appeared in Educational Theory, Philosophy of Education, La Revue Française de Pédagogie, Le Français dans le Monde, The Journal of Curriculum Theorizing, and includes several chapters in edited books. She published "Derrida & Education" (Biesta co-editor). She has edited a collection on Levinas titled "Levinas and Education: At the intersection of Faith and Reason" (forthcoming).

Ref: H05P0486