Literaturnachweis - Detailanzeige
Autor/in | Johnston, James Scott |
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Titel | Schools as Ethical or Schools as Political? Habermas between Dewey and Rawls |
Quelle | In: Studies in Philosophy and Education, 31 (2012) 2, S.109-122 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0039-3746 |
DOI | 10.1007/s11217-011-9270-7 |
Schlagwörter | Educational Theories; Discourse Modes; Ethics; Democracy; Political Attitudes; Politics of Education; Role of Education; Social Influences; Educational Philosophy |
Abstract | Education is oftentimes understood as a deeply ethical practice for the development of the person. Alternatively, education is construed as a state-enforced apparatus for inculcation of specific codes, conventions, beliefs, and norms about social and political practices. Though holding both of these beliefs about education is not necessarily mutually contradictory, a definite tension emerges when one attempts to articulate a cogent theory involving both. I will argue in this paper that Habermas's theory of discourse ethics, when combined with his statements on constitutional democracy and law, manifests this tension for formal education. Through a contrast with Dewey's social-liberal view of education on the one hand, and the procedural liberalism and its associated view of education, common to Rawls and others writing in the contemporary Anglo-American tradition on the other, the questions of what this means for education and why it matters are raised and addressed. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |