Inclusive Universalism as a Normative Principle of Education

Autor/in	Stojanov, Krassimir
Titel	Inclusive Universalism as a Normative Principle of Education
Quelle	In: Educational Theory, 73 (2023) 2, S.245-257 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-2004
DOI	10.1111/edth.12576
Schlagwörter	Educational Philosophy; Moral Values; Ethics; Inclusion; World Views; Children + Suchen Sie Ihr Suchwort? Bildungsphilosophie; Erziehungsphilosophie; Moral value; Ethischer Wert; Ethik; Inklusion; World view; Weltanschauung; Child; Kind; Kinder
Abstract	In recent years we have seen a newfound engagement with Jürgen Habermas's work in philosophy of education, focusing on his conception of argumentative dialogue, or discourse, as the origin of both truth-related epistemic judgments and justifications of moral norms that claim "rightness" rather than truth. In this article, Krassimir Stojanov first reconstructs the way in which Habermas determines the relation between truth and rightness, and he then shows that moral rightness functions as a "truth-analogue" since moral norms, like true facts, transcend the actual and local practices of their justification. In the case of moral rightness, this transcendence occurs as an infinite process of inclusion of the perspectives and interests of all potentially concerned persons -- also (and foremost) the perspectives and interests of those who are strange to each other in their respective values, worldviews, and interests. With this account of "truth-analogue" moral rightness, Habermas conceptualizes a kind of processual and "difference-sensible" universalism, which is very different from the substantialist universalism of some traditional conceptions of education, or "Bildung." In the final section, Stojanov shows why including children "in their otherness as children" in the discursive process of production of moral knowledge, and thus treating them with a kind of epistemic respect, is a constitutive condition for that process. The demand for the discursive inclusion of children follows from the discourse ethics approach, but it requires an enlargement and some corrections of that approach. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01