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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 concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and argues that the best way to consider them is to view education as a matter of public moral understanding. He brings together traditions of thought central to philosophy of education, such as R.S. Peters, and connects this tradition to the moral philosophy and critical theory of Jurgen Habermas, whose theory of Discourse Morality has previously been given little attention in education circles.
List of contents
Introduction
Part I: Education and the Sources of Normativity1. What Kind of Concept is the Concept of Education?
2. Education, Worthwhileness and the Good
3. R.S. Peters' Theory of Justification
4. Jurgen Habermas' Discourse Morality
Interlude: Kantian Constructivism and Education
Part II: Discourse Morality and Education5. Applying Habermas' Discourse Principle to Education
6. Norms, Reasons and and Complex Proceduralism in Discourse Morality
Conclusion: Complex Proceduralism and Public Understanding
References
Index
About the author
Christopher Martin is Assistant Professor of Education at the University of British Columbia, Kelowna, Canada.
