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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.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 100 | 1 | |a Martin, Christopher, |d 1978 September 13- |1 https://id.oclc.org/worldcat/entity/E39PCjv4CybhCxx3WQWkbQHtDm | |
| 245 | 1 | 0 | |a Education in a post-metaphysical world : |b rethinking educational policy and practice through Jürgen Habermas' discourse morality / |c Christopher Martin. |
| 260 | |a London : |b Bloomsbury Academic, |c 2012. | ||
| 300 | |a 1 online resource (ix, 187 pages) | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 504 | |a Includes bibliographical references. | ||
| 520 | |a 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 con. | ||
| 505 | 0 | |a 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. | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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. | |
| 505 | 8 | |a 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. | |
| 546 | |a English. | ||
| 590 | |a ProQuest Ebook Central |b Ebook Central Academic Complete | ||
| 600 | 1 | 0 | |a Habermas, Jürgen. |
| 600 | 1 | 7 | |a Habermas, Jürgen |2 fast |1 https://id.oclc.org/worldcat/entity/E39PBJd3MypxJrbqDh3M3GqqQq |
| 650 | 0 | |a Education |x Moral and ethical aspects. | |
| 650 | 0 | |a Education |x Aims and objectives. | |
| 650 | 7 | |a Moral & social purpose of education. |2 bicssc | |
| 650 | 7 | |a EDUCATION |x Aims & Objectives. |2 bisacsh | |
| 650 | 7 | |a Education |x Aims and objectives |2 fast | |
| 650 | 7 | |a Education |x Moral and ethical aspects |2 fast | |
| 758 | |i has work: |a Education in a post-metaphysical world (Text) |1 https://id.oclc.org/worldcat/entity/E39PCFVgkCGt3c8y7hvCgrytDq |4 https://id.oclc.org/worldcat/ontology/hasWork | ||
| 776 | 0 | 8 | |i Print version: |a Martin, Christopher, 1978 September 13- |t Education in a post-metaphysical world. |d London : Bloomsbury Academic, 2012 |w (DLC) 2012035434 |
| 856 | 4 | 0 | |u https://ebookcentral.uam.elogim.com/lib/uam-ebooks/detail.action?docID=1050465 |z Texto completo |
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