By John Ryder, Gert-Ruediger Wegmarshaus (Eds.)
This ebook is the 3rd quantity of chosen papers from the significant eu Pragmatist discussion board (CEPF). It bargains with the final query of schooling, and the papers are equipped into sections on schooling and Democracy, schooling and Values, schooling and Social Reconstruction, and schooling and the Self. The authors are one of the major experts in American philosophy from universities around the U.S. and in important and jap Europe. The sequence Studies in Pragmatism and Values promotes the examine of pragmatism's traditions and figures, and the explorations of pragmatic inquiries in all parts of philosophical inspiration.
Read Online or Download Education for a Democratic Society: Central European Pragmatist Forum. Volume Three (Value Inquiry Book Series 179) (Value Inquiry Book) PDF
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Extra info for Education for a Democratic Society: Central European Pragmatist Forum. Volume Three (Value Inquiry Book Series 179) (Value Inquiry Book)
3 So modernity leaves the great questions about the meaning of life in the hands of individuals. The trends to abandon oneself to routine and to live as everybody else does are strong and, as a result, critical thought is lost or fleeting. The solution, again, is to provide citizens with the capacities for thinking, deciding, and sharing responsibilities. Moreover the relevance of a democratic civic education today is shown because every ethical purpose, whatever it may be, calls for the necessity of a citizenry with some specific virtues.
So, in Dewey’s perspective, we form our values from the socially available goods. Because virtues do not exist before human interplay and there is no principle that can teach us the proper way from the outside, we have to accept that the best choice is using our intelligence to evaluate socially accepted goods. We cannot determine good or bad without relying upon social meanings. If we accept that self-determination is a politically valuable ideal, we should admit that it has to be socially constructed and, further, politically promoted.
11. Rorty, Contingency, Irony and Solidarity, pp. 84–85. 12. Hans-Georg Gadamer, Truth and Method, 2nd edn. (London: Sheed & Ward, 1989), p. 301. Four DEMOCRACY UNDEFENDED: EDUCATION IN THE AGE OF COGNITIVE SCIENCE Jane Skinner Vocational education in modern western democracies exists in a pivotal tension between the cognitive understandings underpinning dominant (neoliberal) politics, philosophy and economics; and the cognitive possibilities offered by the twentieth century’s two leading educational thinkers, John Dewey and Paulo Freire.