Knowledge and education as problematic values

The new epoch, which has ripened before us, possesses, in a qualitative and quantitative consideration, a series of singularities which are worth mentioning. On the one hand, the frame of present-day episthemological considerations, which, in post-modern times, are based on a radical pessimism. J.F. Lyotard (1981) considers that there is no possible theory because nothing […]