Education in a Post-Metaphysical World : Rethinking Educational Policy and Practice Through Jürgen Habermas? Discourse Morality.
Title:
Education in a Post-Metaphysical World : Rethinking Educational Policy and Practice Through Jürgen Habermas? Discourse Morality.
Author:
Martin, Christopher.
ISBN:
9781441122902
Personal Author:
Edition:
1st ed.
Physical Description:
1 online resource (174 pages)
Contents:
Also available from Bloomsbury -- Title -- Copyright -- Dedication -- Contents -- Permissions -- Introduction: Education and Public Understanding -- Education Speaking Back to Philosophy? -- Philosophy of Education as a Tradition -- Reasoning from the Concept of Education -- Overview of the Argument -- Part I: Education and the Sources of Normativity -- 1 What Kind of Concept is the Concept of Education? -- The Demand for Justification -- The Case for Principles -- The Conceptual Analysis of Education and Practical Principles -- Education as a Matter of Moral Understanding -- 2 Education, Worthwhileness and the Good -- R. S. Peters on the Concept of Education -- Educational Values -- Values of Justification -- Education: Lost between the Moral Life and the Good Life? -- Education, Reason and the Good Life -- Communication and Practical Reason -- 3 R. S. Peters' Theory of Justification -- Morality and Public Justification -- Procedural Theory and Moral Justification -- From Public Practical Reason to Public Moral Reason -- On The Limits of a 'Moralized' Public Discourse -- Proceduralism and the Concept of Education -- 4 Jürgen Habermas' Discourse Morality -- Complex Proceduralism -- Public Morality Reconsidered -- Discourse Morality and Dialogical Validity -- The Shareability of Moral Reasons -- Discourse Morality and the Concept of Education -- Interlude: Kantian Constructivism and Education -- R. S. Peters and Kantian Constructivism -- Two Shortcomings in Peters' Conception of Education -- Part II: Discourse Morality and Education -- 5 Applying Habermas' Discourse Principle to Education -- The Discourse Principle and Composite Conceptions of Education -- The Discourse Principle and Autonomous Conceptions of Education -- Framing a Middle Ground: Discourse Morality and Nested Conceptions of Education.
6 Norms, Reasons and Complex Proceduralism in Discourse Morality -- Norms and Meaning -- Two Categories of Moral Meaning -- Discourse Morality and Educational Meaning in the Public Sphere -- Moral Discourse and Dialogical Maturity -- Dialogical Autonomy and Moral Deliberation -- Dialogical Autonomy and the Rules of Argumentation -- Developmental Coercion -- Educationally Relevant Norms and Complex Proceduralism -- Conclusion: Complex Proceduralism and Public Understanding -- Bibliography -- Index.
Abstract:
What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York's boroughs have claim to? Should a school-based curriculum, such as the UK's National Curriculum, make well-being a central concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.
Local Note:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Genre:
Electronic Access:
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