Hegel and Honneth’s Theoretical Deficit: Education, Social Freedom and the Institutions of Modern Life

Hegel Bulletin 38 (2):293-317 (2017)

Authors
Jenn Dum
Kutztown University of Pennsylvania
Abstract
The accounts of social freedom offered by G. W. F. Hegel and Axel Honneth identify the normative demands on social institutions and explain how individual freedom is realized through rational participation in such institutions. While both offer normative reconstructions of the market economy, public sphere and family, they both derive the norms of educational institutions from education’s role in preparing people for participation in other institutions. We argue that this represents a significant defect in their accounts of social freedom because they both fail to account for the distinctive aims and norms of education. Only educational institutions bring individuals into a both shared and autonomous standpoint necessary for participation in social life. We thus argue both that Hegel’s and Honneth’s accounts are empirically inadequate and that they neglect the normative demands on schools to contribute to individual moral and intellectual development.
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DOI 10.1017/hgl.2017.14
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References found in this work BETA

Grounding Recognition: A Rejoinder to Critical Questions.Axel Honneth - 2002 - Inquiry: An Interdisciplinary Journal of Philosophy 45 (4):499 – 519.

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Citations of this work BETA

Migrants as Educators: Reversing the Order of Beneficence.Senem Saner - 2018 - Journal of Global Ethics 14 (1):95-113.

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