Cargando…
Education in a post-metaphysical world : rethinking educational policy and practice through Jürgen Habermas' discourse morality /
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?...
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Bloomsbury Academic,
2012.
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Fc; Half title; 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 GoodR. 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 ReconsideredDiscourse 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 Education6 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.