David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Ezio Di Nucci
Jack Alan Reynolds
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Studies in Philosophy and Education 31 (2):109-122 (2012)
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
|Keywords||Jurgen Habermas John Rawls John Dewey Liberalism Democratic education|
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References found in this work BETA
John Rawls (1971). A Theory of Justice. Harvard University Press.
John Rawls (1999). The Law of Peoples. Harvard University Press.
John Rawls (2009). A Theory of Justice. In Steven M. Cahn (ed.), Philosophy and Rhetoric. Oxford University Press 133-135.
Jürgen Habermas (1984). The Theory of Communicative Action, Vol. 1, 'Reason and the Rationalization of Society'. Polity..
Jürgen Habermas (1998). Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy. The MIT Press.
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