Journal of Philosophy of Education 54 (2):449-466 (2020)

J. Adam Carter
University of Glasgow
What cognitive goods do children plausibly have a right to in an education? In attempting to answer this question, I begin with a puzzle centred around Feinberg’s observation that a denial of certain cognitive goods can violate a child’s right to an open future. I show that propositionalist, dispositionalist and objectualist characterisations of the kinds of cognitive goods children have a right to run in to problems. A promising alternative is then proposed and defended, one that is inspired in the main by Wittgenstein’s ‘hinge’ epistemology as developed in his posthumous On Certainty.
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DOI 10.1111/1467-9752.12420
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Content Preservation.Tyler Burge - 1993 - Philosophical Review 102 (4):457.
Understanding and the Facts.Catherine Elgin - 2007 - Philosophical Studies 132 (1):33 - 42.
Knowledge and the Internal.John McDowell - 1995 - Philosophy and Phenomenological Research 55 (4):877-93.
Epistemic Virtue and the Epistemology of Education.Duncan Pritchard - 2013 - Journal of Philosophy of Education 47 (2):236-247.

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