Studies in Philosophy and Education 30 (3):257-269 (2011)

Abstract
In this paper, I examine the question of how to nurture and develop conscientiousness thinkers and future citizens of diverse liberal-democratic societies from the perspective of virtue epistemology. More specifically, I examine this question in terms of how public schools might frame engagement with religious perspectives in the classroom. I begin by distinguishing between good and bad conscientiousness through an exploration of current work in the field of virtue epistemology. I then follow Kenneth Strike in his defense of the need for a more robust engagement with religious perspectives as a liberal educational imperative. I argue that basing a framework for engagement on VE, particularly the notion of subjective justification, has significant benefits. My main interest in developing a framework for what I deem to be a necessary supplemental dimension of citizenship education focused on religious engagement is in underlining the responsibility that liberal educators have in regulating what is often a highly contentious and unfortunately caddish debate surrounding religion and the religious. I conclude that by eschewing this responsibility educators are potentially missing out on significant resources for supporting the liberal-democratic educational agenda.
Keywords Liberal education  Conscientiousness  Virtue epistemology  Engagement  Religious diversity
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DOI 10.1007/s11217-010-9214-7
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References found in this work BETA

Naturalistic Epistemology and Reliabilism.Alvin I. Goldman - 1994 - Midwest Studies in Philosophy 19 (1):301-320.
Virtue and Voluntarism.James Montmarquet - 2008 - Synthese 161 (3):393 - 402.

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