David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Educational Philosophy and Theory (3):1-15 (2013)
This article takes a parsimonious conception of a developed State operating under a minimalist conception of democracy and asks whether such a State must fully resource any tertiary (post-compulsory) education for its citizens A key public policy barrier to arguing an absolute obligation for the State to resource any tertiary education is considered; namely, the fact of scarce resources creating competing obligations for the State. This article argues even a minimalist conception of democracy requires that States fully resource some tertiary (post-compulsory) education, regardless of whether directing resources away from other public needs results in the non-prevention of some avoidable suffering and death. A policy recommendation for resourcing this education is considered, and an alternative policy proposed.
|Keywords||public policy applied ethics equality State funding democracy tertiary education|
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References found in this work BETA
John Dewey (1927/1991). The Public and its Problems. Swallow Press.
Elizabeth Anderson (2007). Fair Opportunity in Education: A Democratic Equality Perspective. Ethics 117 (4):595-622.
Alexander Brown (2006). Equality of Opportunity for Education: One-Off or Lifelong? Journal of Philosophy of Education 40 (1):63–84.
Stephen M. Engel (2007). Political Education in/as the Practice of Freedom: A Paradoxical Defence From the Perspective of Michael Oakeshott. Journal of Philosophy of Education 41 (3):325–349.
Roy Goddard (2010). Critiquing the Educational Present: The (Limited) Usefulness to Educational Research of the Foucauldian Approach to Governmentality. Educational Philosophy and Theory 42 (3):345-360.
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