Studies in Philosophy and Education 34 (2):193-203 (2015)

Amelia Farley
Washington University in St. Louis
The project we highlight in this article stems from our philosophical work on moral disagreements that appear to be—and sometimes are—intractable. Deliberative democratic theorists tout the merits of dialogue as an effective way to bridge differences of values and opinion, ideally resulting in agreement, or perhaps more often resulting in greater mutual understanding. Could dialogue mitigate disagreements about a controversial education policy such as affirmative action? Could it foster greater understanding? We conceived of a project that would simultaneously fulfill two goals that we had as philosophers, education researchers, and aspiring public intellectuals. First, it would allow us to use philosophy in research, grounding our mixed methods research in a philosophically informed framework. The tools and analytic techniques that are particular to philosophers felt uniquely suited for an empirical study concerning political theory. Second, we aimed to use philosophy in the community. We were able to put our own expertise in philosophy and race-conscious education policy to good use by purposefully creating opportunities for diverse community members in our larger metropolitan area to engage in dialogue and deliberation with each other over the issue of affirmative action.
Keywords Dialogue  Education policy  Affirmative action
Categories (categorize this paper)
DOI 10.1007/s11217-014-9416-5
Edit this record
Mark as duplicate
Export citation
Find it on Scholar
Request removal from index
Revision history

Download options

PhilArchive copy

Upload a copy of this paper     Check publisher's policy     Papers currently archived: 58,827
External links

Setup an account with your affiliations in order to access resources via your University's proxy server
Configure custom proxy (use this if your affiliation does not provide a proxy)
Through your library

References found in this work BETA

Why Deliberative Democracy?Amy Gutmann & Dennis Thompson - 2004 - Princeton University Press.
Democracy and Disagreement.Amy Gutmann - 1996 - Belknap Press of Harvard University Press.
Philosophy and the Mirror of Nature.R. Rorty - 1979 - Princeton University Press.

View all 7 references / Add more references

Citations of this work BETA

No citations found.

Add more citations

Similar books and articles

The Case Against Affirmative Action.Louis P. Pojman - 1998 - International Journal of Applied Philosophy 12 (1):97-115.
Are Ballot Initiatives a Good Way to Make Education Policy? The Case of Affirmative Action.Michele S. Moses & Amy N. Farley - 2011 - Educational Studies: A Jrnl of the American Educ. Studies Assoc 47 (3):260-279.
Developing an International Community of Inquiry.Daniela G. Camhy - 2008 - Proceedings of the Xxii World Congress of Philosophy 27:15-22.
Daoism and Deliberative Dialogue.James A. Highland - 2010 - Philosophy in the Contemporary World 17 (1):46-55.
The Future of Teacher Education.Alis Oancea & Janet Orchard - 2012 - Journal of Philosophy of Education 46 (4):574-588.
Campus and Community: Partnerships for Research, Policy, and Action.Beth Savan - 2005 - In Glen Alan Jones, Patricia L. McCarney & Michael L. Skolnik (eds.), Creating Knowledge, Strengthening Nations: The Changing Role of Higher Education. University of Toronto Press. pp. 195.
Action Research and Policy.Lorraine Foreman-Peck & Jane Murray - 2008 - Journal of Philosophy of Education 42 (s1):145-163.


Added to PP index

Total views
19 ( #545,227 of 2,425,995 )

Recent downloads (6 months)
1 ( #544,761 of 2,425,995 )

How can I increase my downloads?


My notes