A Critical examination of the educational viewpoints of Derrida

The purpose of this paper was to examine the educational viewpoints of Derrida, to criticize it, and to deduce his educational denotations which are related to education, curriculum, and teaching methods. The study also tried to criticize and analyze these denotations. The analyses show that Derrida’s thoughts have also resulted in guidance for education. For example, nobody can impose the predetermined purposes, plans, and methods on students. The students, themselves, consider special purposes according to their needs, interests, and abilities and then specify a curriculum suitable for their conditions. There is no superior method, and selecting a method depends on each person’s special situation and his learning conditions. However, it can be deduced that Derrida gives more importance to critical, fair, multiculturalistic, exhaustive, and regional education. Also, he considers the deconstruction and critics suitable for current conditions. Derrida’s educational thoughts may be questioned since they challenge the ethics, reject all borders, and have no special evaluation criteria for evaluation.