The non-cognitive challenge to a liberal egalitarian education

Theory and Research in Education 9 (3):233-250 (2011)

Abstract

Political liberalism, conceived of as a response to the diversity of conceptions of the good in multicultural societies, aims to put forward a proposal for how to organize political institutions that is acceptable to a wide range of citizens. It does so by remaining neutral between reasonable conceptions of the good while giving all citizens a fair opportunity to access the offices and positions which enable them to pursue their own conception of the good. Public educational institutions are at the center of the state’s attempt to foster both of these commitments. I argue that recent empirical research on the role that non-cognitive dispositions (such as assertiveness) play in enabling students to have access to two important primary goods – opportunities for higher education and desirable jobs – creates a distinctive challenge for a liberal egalitarian education in remaining neutral with respect to conceptions of the good while promoting equal opportunity.

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The Logic of Deferral: Educational Aims and Intellectual Disability.Ashley Taylor - 2018 - Studies in Philosophy and Education 37 (3):265-285.
Unequal Classrooms: Higher Education and Online Learning.Jennifer Morton - 2016 - Philosophical Inquiry in Education 23 (2):97-133.
What's Wrong With Undermatching?Michael Tiboris - 2014 - Journal of Philosophy of Education 48 (4):646-664.

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