00823cam0-22003131i-450-990005927120403321199806013-504-16001-2000592712FED01000592712(Aleph)000592712FED0100059271219980601d1973----km-y0itay50------bagerDEy-------001yyKonkrete GefährdungsdelikteEckhard HornKölnOtto Schmidt1973X, 230 p.24 cm34520itaHorn,Eckhard403625ITUNINARICAUNIMARCBK990005927120403321XII D 29399348FGBCXII D 308110539FGBCFGBCKonkrete Gefährdungsdelikte586397UNINA03969nam 22007571 450 991095863030332120121017115321.09781472541109147254110397814411110811441111085978128370620912837062029781441122902144112290710.5040/9781472541109(CKB)2670000000269698(EBL)1050465(OCoLC)818319005(SSID)ssj0000755558(PQKBManifestationID)12378969(PQKBTitleCode)TC0000755558(PQKBWorkID)10730213(PQKB)10250689(MiAaPQ)EBC1050465(Au-PeEL)EBL1050465(CaPaEBR)ebr10619202(CaONFJC)MIL401870(OCoLC)1097148715(UtOrBLW)bpp09256823(MiAaPQ)EBC6163336(UtOrBLW)BP9781472541109BC(Perlego)805580(EXLCZ)99267000000026969820140929d2013 uy 0engurcn|||||||||txtccrEducation in a post-metaphysical world rethinking educational policy and practice through Jürgen Habermas' discourse morality /Christopher Martin1st ed.London :Bloomsbury Academic,2013.1 online resource (198 p.)Description based upon print version of record.9781472569127 1472569121 9780826433602 082643360X Includes bibliographical references.Introduction -- Part I: Education and the Sources of Normativity. 1. 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 Education. 5. Applying Habermas' Discourse Principle to Education ; 6. Norms, Reasons and and Complex Proceduralism in Discourse Morality -- Conclusion: Complex Proceduralism and Public Understanding -- References -- Index."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."--Bloomsbury Publishing.EducationAims and objectivesEducationMoral and ethical aspectsMoral & social purpose of educationEducationAims and objectives.EducationMoral and ethical aspects.370.11/4EDU040000bisacshMartin Christopher1978 September 13-1818864UtOrBLWUtOrBLWBOOK9910958630303321Education in a post-metaphysical world4378323UNINA