Education in a Post-Metaphysical World - by Christopher Martin (Paperback)
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<p/><br></br><p><b> About the Book </b></p></br></br><p>Draws on Habermas' theory of Discourse Morality to consider educational policy from a moral point of view.</p><p/><br></br><p><b> Book Synopsis </b></p></br></br>What does it mean to say that a person has been<br/>educated? This question forms the basis of global education policy debates;<br/>from the way governments establish funding for national school systems, to the<br/>way children are treated in the classroom. Should there be a common ethical core to such<br/>polices? What kind of educational process should aboriginal groups in Labrador, <br/>Canada, have a moral right to, and should this process be different from what<br/>children in New York's boroughs have claim to? Should a school-based<br/>curriculum, such as the UK's National Curriculum, make well-being a central<br/>concern or are there other ethical dimensions to be addressed? Christopher Martin explores these questions and<br/>argues that the best way to consider them is to view education as a matter of<br/>public moral understanding. He brings together traditions of thought central to<br/>philosophy of education, such as R.S. Peters, and connects this tradition to<br/>the moral philosophy and critical theory of Jurgen Habermas, whose theory of<br/>Discourse Morality has previously been given little attention in education<br/>circles
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