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Inclusive Universalism as a Normative Principle of Education

Stojanov, Krassimir

Educational theory, 2023-04, Vol.73 (2), p.245-257 [Periódico revisado por pares]

Malden, USA: Wiley Periodicals, Inc

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  • Título:
    Inclusive Universalism as a Normative Principle of Education
  • Autor: Stojanov, Krassimir
  • Assuntos: Children ; discourse ethics ; discursive inclusion of children ; Educational Philosophy ; Educational Principles ; Ethics ; Habermas, Jurgen ; Inclusion ; Inclusive education ; Jürgen Habermas ; Moral education ; Moral Values ; Otherness ; processual universalism ; respect for children ; Truth ; Universalism ; World Views
  • É parte de: Educational theory, 2023-04, Vol.73 (2), p.245-257
  • Descrição: In recent years we have seen a newfound engagement with Jürgen Habermas's work in philosophy of education, focusing on his conception of argumentative dialogue, or discourse, as the origin of both truth‐related epistemic judgments and justifications of moral norms that claim rightness rather than truth. In this article, Krassimir Stojanov first reconstructs the way in which Habermas determines the relation between truth and rightness, and he then shows that moral rightness functions as a “truth‐analogue” since moral norms, like true facts, transcend the actual and local practices of their justification. In the case of moral rightness, this transcendence occurs as an infinite process of inclusion of the perspectives and interests of all potentially concerned persons — also (and foremost) the perspectives and interests of those who are strange to each other in their respective values, worldviews, and interests. With this account of “truth‐analogue” moral rightness, Habermas conceptualizes a kind of processual and “difference‐sensible” universalism, which is very different from the substantialist universalism of some traditional conceptions of education, or Bildung. In the final section, Stojanov shows why including children in their otherness as children in the discursive process of production of moral knowledge, and thus treating them with a kind of epistemic respect, is a constitutive condition for that process. The demand for the discursive inclusion of children follows from the discourse ethics approach, but it requires an enlargement and some corrections of that approach.
  • Editor: Malden, USA: Wiley Periodicals, Inc
  • Idioma: Inglês
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  • Realização: ABCD-USP USP   Logos de Redes Sociais: Freepik

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