Description |
1 online resource (ix, 187 pages) |
Contents |
Fc; Half title; Also available from Bloomsbury; Title; Copyright; Dedication; Contents; Permissions; Introduction: Education and Public Understanding; Education Speaking Back to Philosophy?; Philosophy of Education as a Tradition; Reasoning from the Concept of Education; Overview of the Argument; Part I: Education and the Sources of Normativity; 1 What Kind of Concept is the Concept of Education?; The Demand for Justification; The Case for Principles; The Conceptual Analysis of Education and Practical Principles; Education as a Matter of Moral Understanding |
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2 Education, Worthwhileness and the GoodR. S. Peters on the Concept of Education; Educational Values; Values of Justification; Education: Lost between the Moral Life and the Good Life?; Education, Reason and the Good Life; Communication and Practical Reason; 3 R.S. Peters' Theory of Justification; Morality and Public Justification; Procedural Theory and Moral Justification; From Public Practical Reason to Public Moral Reason; On The Limits of a 'Moralized' Public Discourse; Proceduralism and the Concept of Education; 4 Jürgen Habermas' Discourse Morality; Complex Proceduralism |
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Public Morality ReconsideredDiscourse Morality and Dialogical Validity; The Shareability of Moral Reasons; Discourse Morality and the Concept of Education; Interlude: Kantian Constructivism and Education; R.S. Peters and Kantian Constructivism; Two Shortcomings in Peters' Conception of Education; Part Ii: Discourse Morality and Education; 5 Applying Habermas' Discourse Principle to Education; The Discourse Principle and Composite Conceptions of Education; The Discourse Principle and Autonomous Conceptions of Education |
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Framing a Middle Ground: Discourse Morality and Nested Conceptions of Education6 Norms, Reasons and Complex Proceduralism in Discourse Morality; Norms and Meaning; Two Categories of Moral Meaning; Discourse Morality and Educational Meaning in the Public Sphere; Moral Discourse and Dialogical Maturity; Dialogical Autonomy and Moral Deliberation; Dialogical Autonomy and the Rules of Argumentation; Developmental Coercion; Educationally Relevant Norms and Complex Proceduralism; Conclusion: Complex Proceduralism and Public Understanding; Bibliography; Index |
Summary |
What does it mean to say that a person has been educated? This question forms the basis of global education policy debates; from the way governments establish funding for national school systems, to the way children are treated in the classroom. Should there be a common ethical core to such polices? What kind of educational process should aboriginal groups in Labrador, Canada, have a moral right to, and should this process be different from what children in New York?s boroughs have claim to? Should a school-based curriculum, such as the UK?s National Curriculum, make well-being a central con |
Bibliography |
Includes bibliographical references |
Notes |
English |
Subject |
Habermas, Jürgen
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SUBJECT |
Habermas, Jürgen fast |
Subject |
Education -- Moral and ethical aspects
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Education -- Aims and objectives.
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Moral & social purpose of education.
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EDUCATION -- Aims & Objectives.
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Education -- Aims and objectives
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Education -- Moral and ethical aspects
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Form |
Electronic book
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LC no. |
2012035434 |
ISBN |
1441122907 |
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9781441122902 |
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082643360X |
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9780826433602 |
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9781441111081 |
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1441111085 |
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9781283706209 |
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1283706202 |
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1472541103 |
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9781472541109 |
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