Journal of Academic Ethics 8 (3):171-185 (2010)

Maeve O'Donovan
Notre Dame of Maryland University
In asking scholars to reflect on the structures and practices of academic knowledge that render alternative knowledge traditions irrelevant and invisible, as well as on the ways these must change for the academy to cease functioning as an instrument of westernization rather than as an authentically global and diverse intellectual commons, the editor of this special issue of the Journal of Academic Ethics is envisaging a world much needed and much resisted. A great deal of the conversation about diversity in higher education emphasizes, rightly, the need for an international and ethnically diverse population of scholars and students. Less attention is paid to the value of cognitive diversity—the diversity of cognition generated by cognitive disabilities. As one aspect of intellectual diversity, cognitive diversity promises novel ways of thinking and new understandings of what knowledge is, who makes it, and how it is made. The unique value of cognitive diversity is its insistence on a radical shift in our conception of who can know and who can produce knowledge. Insisting on the inclusion, as scholars, of persons with minds labelled disabled, an epistemology of disability pushes us to reform the much criticized but still dominant notion of the expert and scholar as able-bodied and hyper-rational
Keywords Disability studies  Philosophy of mind  Feminist standpoint theory  Learning disability  Cognitive disability  Neuro-diversity
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DOI 10.1007/s10805-010-9116-x
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References found in this work BETA

Theories of Theories of Mind.G. Segal, P. Carruthers & K. Smith - 1996 - In Peter Carruthers & Peter K. Smith (eds.), Theories of Theories of Mind. Cambridge University Press.
Phenomenal Transparency and Cognitive Self-Reference.Thomas Metzinger - 2003 - Phenomenology and the Cognitive Sciences 2 (4):353-393.

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Feminist Approaches to Cognitive Disability.Licia Carlson - 2016 - Philosophy Compass 11 (10):541-553.

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