ABSTRACT In this paper, I will establish a conversation between Rorty and the recent proposal of post-critical pedagogy. The assumption is that through this dialogue some tenets of the latter could find a Rortyan redescription that avoids the risk of ‘metaphysical’ formulations, whereas Rorty’s ideas can increase in their relevance with respect to education thanks to the post-critical perspective. In particular, the conversation will develop by focusing on the shared attitude towards the critical-negative attitude of poststructuralist thought, the significance of the subject-matter in education and an interpretation of pedagogical hermeneutics (a key notion of post-critical pedagogy) through the lens of the Rortyan idea of edification. In the conclusion, by distinguishing two views of hope – an eventist and a transitionalist – it is argued that it is precisely in this theme, which seems to be a privileged meeting ground for Rorty and post-critical pedagogy, that there may lie a major fault line.

中文翻译：

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启发性的教育哲学？在罗蒂和后批判教学法之间展开对话

摘要在本文中，我将在罗蒂和最近的批评后教育学建议之间建立对话。假设是，通过这种对话，后者的某些信条可以找到避免出现“形而上学”表述的风险的Rortyan重新描述，而由于后批判的观点，Rorty的思想与教育的相关性可以提高。特别是，对话的发展将集中于对后结构主义思想的批判-否定态度的共同态度，主题在教育中的意义以及对教育诠释学（批判性教育学的一个关键概念）的解释。罗特扬主义思想的结晶。最后，