From an Evidentialist Pedagogy towards a Pedagogy of Utopia

Abstract

The purpose of this paper is to identify the methodological and epistemological positions underlying evidentialist pedagogies. This starting point determines the fractures of the evidentialist notions that form the pedagogies of utopia. These utopian dialectics seek new ways of teaching from the uncertain, the diffuse and the aporetic, and promote new ways of learning from that which is random, contradictory and ambiguous. The expository methodology begins with the progression and epistemic-methodological fractures of the reflection of evidentialist pedagogies, to reach the utopian epistemes of philosophers: Nietzsche, Feyerabend, Foucault and Cioran. The paper ends with an inventory of the methods of evidence pedagogies and pedagogies of utopia.