Philosophical Studies 175 (5):1071-1093 (2018)

Authors
Gina Schouten
Harvard University
Abstract
Several philosophers of education argue that schooling should facilitate students’ development of autonomy. Such arguments fall into two main categories: Student-centered arguments support autonomy education to help enable students to lead good lives; Public-goods-centered arguments support autonomy education to develop students into good citizens. Critics challenge the legitimacy of autonomy education—of the state imposing a schooling curriculum aimed at making children autonomous. In this paper, I offer a unified solution to the challenges of legitimacy that both arguments for autonomy education face. I first defend a particular construal of liberal legitimacy, and then consider each legitimacy challenge in light of that construal. I argue that the legitimacy challenges confronting both types of argument can be overcome. Further, I explain why we should pursue both arguments, rather than resting the entire case for autonomy education on one or the other. I conclude that each argument—if it can justify autonomy education at all—can justify autonomy education consistent with the requirements of liberal democratic legitimacy.
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DOI 10.1007/s11098-018-1071-1
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References found in this work BETA

Justice as Fairness: A Restatement.John Rawls (ed.) - 2001 - Harvard University Press.
Political Liberalism.J. Rawls - 1995 - Tijdschrift Voor Filosofie 57 (3):596-598.
Justice as Fairness: A Restatement.C. L. Ten - 2003 - Mind 112 (447):563-566.
The morality of freedom.J. Raz - 1988 - Revue Philosophique de la France Et de l'Etranger 178 (1):108-109.

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Citations of this work BETA

On the Duty to Be an Attention Ecologist.Tim Aylsworth & Clinton Castro - 2022 - Philosophy and Technology 35 (1):1-22.
Autonomy Education Beyond Borders.Danielle Zwarthoed - 2020 - Global Justice : Theory Practice Rhetoric 12 (1):100-120.
The Demise of Education.Doron Yosef-Hassidim - 2021 - Philosophy of Education 77 (1):111-125.

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