Curriculum, discipline and objectivity: Heidegger and the consequences ofthe "linguistic turn"

Abstract

This report makes a revision ofthe educational language situation in front ofthe
problems pointed out by the "Iinguistic tum"; the article explores their consequences in pedagogical field and identifies some relevant questions to reveal the supports that lay beyond curriculum theorizing. First of ali, it revises the coincidences of a number of traditions and theories that has contributed to generate what Richard Rorty called the "Iinguistic tum" in philosophy and social theory. Secondly, presents a number of questions developed by Heidegger' s philosophy around the question oflanguage, objectivity and the supports of thinking. Finally, it points out a sequence of short reflections related to education as objectivity and subjectivity regulation and the necessity of questioning the metaphysic supports of pedagogical practices.