Abstract
Borrowing the Platonic metaphor of a ‘feverish’ society, this article discusses the argument that a critical stance toward our contemporary realities makes a revisiting of educational aims more urgent. The article begins with how aims have been tackled in educational philosophy. The head-on educational-philosophical engagement with aims-talk has been diminishing. There have been socio-political developments unfavourable to aims-talk, related to hegemonic, neoliberal mindsets. Neoliberalism discourages the theorization of educational aims that challenges its conventional ‘wisdom’. There have also been philosophical reasons for the decline in the frequency of aims-talk, related to some postmodern positions that combat modern assumptions of ‘ultimate’ aims and register the possibility of an ‘education without aims’. Against the tendency to under-theorize educational aims, the article critically explores why our contemporary societies may be described as ‘feverish’ and what this entails for theorizing educational aims. My main claim is that the educational aims-talk should be reinvigorated and the related fault lines rethought from a more enlarged viewpoint.
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