David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
Learn more about PhilPapers
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|
|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
John Rawls (1971/2005). A Theory of Justice. Harvard University Press.
John Rawls (1999). The Law of Peoples. Harvard University Press.
Jürgen Habermas (1998). Between Facts and Norms: Contributions to a Discourse Theory of Law and Democracy. The MIT Press.
John Rawls (2009/2005). A Theory of Justice. In Steven M. Cahn (ed.), Philosophy and Rhetoric. Oxford University Press 133-135.
Citations of this work BETA
No citations found.
Similar books and articles
Eric Thomas Weber (2008). Dewey and Rawls on Education. Human Studies 31 (4):361 - 382.
Lee Benson (2007). Dewey's Dream: Universities and Democracies in an Age of Education Reform: Civil Society, Public Schools, and Democratic Citizenship. Temple University Press.
J. Pedersen (2012). Justification and Application: The Revival of the Rawls-Habermas Debate. Philosophy of the Social Sciences 42 (3):399-432.
William Hayes (2006). The Progressive Education Movement: Is It Still a Factor in Today's Schools? Rowman & Littlefield Education.
Steven K. Wojcikiewicz (2010). Dewey, Peirce, and the Categories of Learning. Education and Culture 26 (2):65-82.
M. R. Buxarrais, M. Martinez, J. M. Puig & J. Trilla (1994). Moral Education in the Spanish Educational System. Journal of Moral Education 23 (1):39-59.
Jürgen Oelkers (2000). Democracy and Education: About the Future of a Problem. Studies in Philosophy and Education 19 (1):3-19.
Maughn Gregory & David Granger (2012). Introduction: John Dewey on Philosophy and Childhood. Education and Culture 28 (2):1-25.
Lovisa Bergdahl (2009). Lost in Translation: On the Untranslatable and its Ethical Implications for Religious Pluralism. Journal of Philosophy of Education 43 (1):31-44.
Jeanne Pietig (1977). John Dewey and Character Education. Journal of Moral Education 6 (3):170-180.
John R. Wright (2002). Conflicts of Value and the Political Ideal of Citizenship. Social Philosophy Today 18:167-181.
Murray Print (2007). Citizenship Education and Youth Participation in Democracy. British Journal of Educational Studies 55 (3):325 - 345.
Barry Bull (2010). Policy Implications of Social Justice in Education. Ethics and Education 4 (2):141-152.
Ger Snik & Johan De Jong (1995). Liberalism and Denominational Schools. Journal of Moral Education 24 (4):395-407.
Added to index2011-10-19
Total downloads17 ( #156,793 of 1,724,878 )
Recent downloads (6 months)1 ( #349,126 of 1,724,878 )
How can I increase my downloads?