David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Rafael De Clercq
Jack Alan Reynolds
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Philosophy 74 (3):387-409 (1999)
How should we think about the interrelationships that obtain among Philosophy, Education, and Culture? In this paper I explore the contours of one such interrelationship: namely, the way in which educational and (other) philosophical ideals transcend individual cultures. I do so by considering the contemporary educational and philosophical commitment to multiculturalism. Consideration of multiculturalism, I argue, reveals important aspects of the character of both educational and philosophical ideals. Specifically, I advance the following claims: i) We are obliged to embrace the moral and political directives of multiculturalism. ii) This obligation is a moral one: that is, multiculturalism is justified on moral grounds. iii) Far from entailing any philosophically problematic form of cultural relativism, multiculturalism is itself a ‘universal’ or ‘transcultural’ ideal. iv) Moreover, the advocacy of multiculturalism presupposes another kind of universality, dubbed below ‘transcultural normative reach.’ v) Consequently, multiculturalism should not be understood as entailing the demise of ‘universalistic’ dimensions of either philosophy or education.
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Paul Standish (2007). Education for Grown-Ups, a Religion for Adults: Scepticism and Alterity in Cavell and Levinas. Ethics and Education 2 (1):73-91.
Harvey Siegel (2008). Is 'Education' a Thick Epistemic Concept? Philosophical Papers 37 (3):455-469.
Harvey Siegel (2004). Epistemology and Education: An Incomplete Guide to the Social-Epistemological Issues. Episteme 1 (2):129-137.
Joris Vlieghe (2010). Judith Butler and the Public Dimension of the Body: Education, Critique and Corporeal Vulnerability. Journal of Philosophy of Education 44 (1):153-170.
Paul Standish (2006). Toleration, Multiculturalism and Mistaken Belief. Ethics and Education 1 (1):79-100.
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