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.
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Rethinking Educational Policy and Practice Through Jürgen Habermas’ Discourse Morality
Produktdetaljer
ISBN
9781441111081
Publisert
2015
Utgave
1. utgave
Utgiver
Vendor
Bloomsbury Academic
Språk
Product language
Engelsk
Format
Product format
Digital bok
Forfatter