Parenting, Upbringing, and Educational Philosophy

Naomi Hodgson, Stefan Ramaekers

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review


This chapter sets out our intention to articulate a specifically pedagogical understanding of upbringing. To lay the way for what follows, in which we put forward what we call an affirmative account of upbringing, we provide an overview of the rendering of upbringing in the current discourse of parenting. Drawing on an illustrative example, we do so specifically in relation to the phenomena of psychologisation, the positioning of parents as in need of education, and how particular behaviours are seen to evidence (correct) child development. This is then contrasted by an account of upbringing as an intergenerational relationship, drawing on the Continental educational philosophical tradition, represented here by figures such as Schleiermacher, Mollenhauer, and Arendt. Drawing on Wittgenstein and Cavell, we set out why the account we articulate here is expressed in terms of the grammar of upbringing, before relating this more specifically to the use of film in our investigation.
Original languageUndefined/Unknown
Title of host publicationPhilosophical Presentations of Raising Children
Publication statusPublished - 10 Mar 2019

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