LEADER 03969nam 22007571 450 001 9910958630303321 005 20121017115321.0 010 $a9781472541109 010 $a1472541103 010 $a9781441111081 010 $a1441111085 010 $a9781283706209 010 $a1283706202 010 $a9781441122902 010 $a1441122907 024 7 $a10.5040/9781472541109 035 $a(CKB)2670000000269698 035 $a(EBL)1050465 035 $a(OCoLC)818319005 035 $a(SSID)ssj0000755558 035 $a(PQKBManifestationID)12378969 035 $a(PQKBTitleCode)TC0000755558 035 $a(PQKBWorkID)10730213 035 $a(PQKB)10250689 035 $a(MiAaPQ)EBC1050465 035 $a(Au-PeEL)EBL1050465 035 $a(CaPaEBR)ebr10619202 035 $a(CaONFJC)MIL401870 035 $a(OCoLC)1097148715 035 $a(UtOrBLW)bpp09256823 035 $a(MiAaPQ)EBC6163336 035 $a(UtOrBLW)BP9781472541109BC 035 $a(Perlego)805580 035 $a(EXLCZ)992670000000269698 100 $a20140929d2013 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEducation in a post-metaphysical world $erethinking educational policy and practice through Jürgen Habermas' discourse morality /$fChristopher Martin 205 $a1st ed. 210 1$aLondon :$cBloomsbury Academic,$d2013. 215 $a1 online resource (198 p.) 300 $aDescription based upon print version of record. 311 08$a9781472569127 311 08$a1472569121 311 08$a9780826433602 311 08$a082643360X 320 $aIncludes bibliographical references. 327 $aIntroduction -- 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. 330 $a"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. 606 $aEducation$xAims and objectives 606 $aEducation$xMoral and ethical aspects 606 $2Moral & social purpose of education 615 0$aEducation$xAims and objectives. 615 0$aEducation$xMoral and ethical aspects. 676 $a370.11/4 686 $aEDU040000$2bisacsh 700 $aMartin$b Christopher$f1978 September 13-$01818864 801 0$bUtOrBLW 801 1$bUtOrBLW 906 $aBOOK 912 $a9910958630303321 996 $aEducation in a post-metaphysical world$94378323 997 $aUNINA