Education in a Post-Metaphysical World: Rethinking Educational Policy And Practice Through J�rgen Habermas' Discourse Morality - Couverture souple

Martin, Christopher

9781472569127: Education in a Post-Metaphysical World: Rethinking Educational Policy And Practice Through J�rgen Habermas' Discourse Morality

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ISBN 10 : 1472569121 ISBN 13 : 9781472569127

Editeur : Bloomsbury Academic, 2014

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Draws on Habermas' theory of Discourse Morality to consider educational policy from a moral point of view.

Les informations fournies dans la section � Synopsis � peuvent faire r�f�rence � une autre �dition de ce titre.

� propos de l?auteur

Christopher Martin is Assistant Professor of Education at the University of British Columbia, Kelowna, Canada.

Les informations fournies dans la section � A propos du livre � peuvent faire r�f�rence � une autre �dition de ce titre.

�diteur: Bloomsbury Academic
Date d'�dition: 2014
Langue: anglais
ISBN 10: 1472569121
ISBN 13: 9781472569127
Reliure: Broch�
Nombre de pages: 198
Coordonn�es du fabricant: non disponible
Personne responsable: WordUnited GmbH
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9780826433602: Education in a Post-Metaphysical World: Rethinking Educational Policy and Practice Through J�rgen Habermas’ Discourse Morality

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Education in a Post-Metaphysical World: Rethinking Educational Policy and Practice Through J�rgen Habermas' Discourse Morality

Martin, Christopher

Edit� par Bloomsbury Academic, London, 2014

ISBN 10 : 1472569121 ISBN 13 : 9781472569127

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Education in a Post-Metaphysical World: Rethinking Educational Policy And Practice Through J�rgen Habermas' Discourse Morality: Rethinking Educational . Through Jurgen Habermas' Discourse Morality [Paperback] Martin, Christopher

Martin, Christopher

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Education in a Post-Metaphysical World : Rethinking Educational Policy and Practice Through J�rgen Habermas' Discourse Morality

Martin, Christopher

Edit� par Bloomsbury Academic, 2014

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Education in a Post-Metaphysical World

Christopher Martin

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Education in a Post-Metaphysical World

Christopher Martin

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Paperback. Etat : New. 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. N� de r�f. du vendeur LU-9781472569127

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Education in a Post-Metaphysical World : Rethinking Educational Policy and Practice Through J�rgen Habermas' Discourse Morality

Martin, Christopher

Edit� par Bloomsbury Academic, 2014

ISBN 10 : 1472569121 ISBN 13 : 9781472569127

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Christopher Martin

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Education in a Post-Metaphysical World: Rethinking Educational Policy and Practice Through J�rgen Habermas' Discourse Morality

Martin, Christopher

Edit� par Bloomsbury Academic, 2014

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Education in a Post-Metaphysical World: Rethinking Educational Policy And Practice Through J�rgen Habermas' Discourse Morality: Rethinking Educational . Through Jurgen Habermas' Discourse Morality

Christopher Martin

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Education in a Post-Metaphysical World (Paperback)

Christopher Martin

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Paperback. Etat : new. Paperback. 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. This title draws on Habermas' theory of discourse morality to consider educational policy from a moral point of view. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability. N� de r�f. du vendeur 9781472569127

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