David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
Educational Philosophy and Theory 43 (3):236-248 (2011)
Is it possible to look at schools as spaces for encounters? Could schools contribute to a deliberative mode of communication in a manner better suited to our own time and to areas where different cultures meet? Inspired primarily by classical (Dewey) and modern (Habermas) pragmatists, I turn to Seyla Benhabib, posing the question whether she supports the proposition that schools can be sites for deliberative communication. I argue that a school that engages in deliberative communication, with its stress on mutual communication between different moral perspectives, gives universalism a procedurally oriented meaning, serving as an arena for encounters that represents a weak public sphere. An interactive universalism of this kind attaches importance to developing an ability and willingness to reason on the basis of the views of others and to change perspectives. In that respect, the institutional arrangements of schools are potential parts of the political dimension of cosmopolitanism, as well as its moral dimension, in terms of the obligations and responsibilities we develop through our institutions and in our actions as human beings towards one another
|Keywords||interactive universalism cosmopolitanism Jürgen Habermas pragmatism schools as encounters John Dewey Seyla Benhabib deliberative communication|
|Categories||categorize this paper)|
Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
|Through your library|
References found in this work BETA
Seyla Benhabib (ed.) (1996). Democracy and Difference: Contesting the Boundaries of the Political. Princeton University Press.
Seyla Benhabib (1992). Situating the Self: Gender, Community, and Postmodernism in Contemporary Ethics. Routledge.
James Farr (2004). Social Capital: A Conceptual History. Political Theory 32 (1):6-33.
Amy Gutmann (1996). Democracy and Disagreement. Belknap Press of Harvard University Press.
Jürgen Habermas (1998). Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy. The Mit Press.
Citations of this work BETA
No citations found.
Similar books and articles
Les Burwood & Ros Wyeth (1998). Should Schools Promote Toleration? Journal of Moral Education 27 (4):465-473.
Jaap Van Praag (1979). Moral Education in the Netherlands. Journal of Moral Education 8 (3):202-205.
Tamas Kozma (2005). Moral Education in Hungary Fifteen Years After the Transition. Journal of Moral Education 34 (4):491-504.
Shane Ralston (2010). Dewey and Goodin on the Value of Monological Deliberation. Etica E Politica 12 (1):235-255.
Karin Høst, Daniel Brugman, Louis Tavecchio & Leo Beem (1998). Students' Perception of the Moral Atmosphere in Secondary School and the Relationship Between Moral Competence and Moral Atmosphere. Journal of Moral Education 27 (1):47-70.
Cam Caldwell, Stephen E. Clapham & Brian Davis (2007). Rights, Responsibilities, and Respect: A Balanced Citizenship Model for Schools of Business. [REVIEW] Journal of Academic Ethics 5 (1):105-120.
Michalinos Zembylas (2012). Citizenship Education and Human Rights in Sites of Ethnic Conflict: Toward Critical Pedagogies of Compassion and Shared Fate. [REVIEW] Studies in Philosophy and Education 31 (6):553-567.
Susan Moller Okin & Rob Reich (1999). Families and Schools as Compensating Agents in Moral Development for a Multicultural Society. Journal of Moral Education 28 (3):283-298.
Added to index2010-03-23
Total downloads30 ( #83,162 of 1,696,615 )
Recent downloads (6 months)17 ( #32,065 of 1,696,615 )
How can I increase my downloads?