ABSTRACT
The question asked in this project assumes that educational theory—and by extension, education in general—is supposed to follow the intellectual and cultural paradigm of the era, that is, that educational theory draws on existing cultural, ideological or political ideas crafted outside the educational sphere and then adopted or adjusted for education. This approach is similar to the Anglo-Americal construction of education that replies ‘No’ to the question ‘whether there are forms of theory and theorizing that are distinctively educational rather than that they are generated through “other” disciplines’ (Biesta, 2011, p. 176), or to an equivalent question:
Are there educational values in their own right, perhaps enshrined in the concept of education itself? Or are educational values just a mishmash of moral and political and other values, as these happen to crop up in the practice of education? (Wilson, 2003, p. 284).
