ABSTRACT

This paper has a limited purpose. It does not pretend to present a rigorously argued position. Rather it represents, in part, an attempt to indicate in brief outline a way in which some ideas developed in what could broadly be termed “the existentialist tradition” might be brought to bear on a topic of current interest in educational theorising. This will take the form of a sketch of a critique of a currently fashionable view on the topic to be considered. But, to reiterate, what follows is a sketch, only.