Education in a Post-Metaphysical World —— Rethinking Educational Policy and Practice Through Jürgen Habermas’ Discourse Morality

----- 后形而上世界的教育：通过哈贝马斯“道德话语反思教育政策与实践

ISBN: 9781472569127 出版年：2012 页码：198 Christopher Martin Bloomsbury Publishing

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.