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Education in a post-metaphysical wor...

Martin, Christopher, (1978 September 13-)

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Education in a post-metaphysical world : = rethinking educational policy and practice through Jürgen Habermas' discourse morality /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Education in a post-metaphysical world :/ Christopher Martin.
Reminder of title:	rethinking educational policy and practice through Jürgen Habermas' discourse morality /
Author:	Martin, Christopher,
Published:	London :Bloomsbury Academic, : 2012.,
Description:	viii, 187 p. :ill ;24 cm.
Subject:	Education - Moral and ethical aspects. -
ISBN:	9780826433602 (hbk.) :

Education in a post-metaphysical world : = rethinking educational policy and practice through Jürgen Habermas' discourse morality /
Martin, Christopher,1978 September 13-

Education in a post-metaphysical world :rethinking educational policy and practice through Jürgen Habermas' discourse morality /Christopher Martin. - London :Bloomsbury Academic,2012. - viii, 187 p. :ill ;24 cm.

Includes bibliographical references and 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.--

ISBN: 9780826433602 (hbk.) :US130.00

LCCN: 2012035434Subjects--Personal Names:

1324006
Habermas, Jürgen.
Subjects--Topical Terms:

525044
Education
--Moral and ethical aspects.

LC Class. No.: LC268 / .M27 2012

Dewey Class. No.: 370.11/4

Education in a post-metaphysical world : = rethinking educational policy and practice through Jürgen Habermas' discourse morality /
LDR:02102cam a2200265 i 4500 001 1879389
003 OCoLC
005 20131213041114.0
008 130919s2012 enk b 001 0 eng
010 $a 2012035434
020 $a 9780826433602 (hbk.) : $c US130.00
020 $a 082643360X (hbk.)
020 $a 9781441111081 (ebk.)
020 $a 1441111085 (ebk.)
020 $a 9781441122902 (pdf)
020 $a 1441122907 (pdf)
035 $a 7E-BW-102-N-04
040 $a DLC $b eng
050 0 0 $a LC268 $b .M27 2012
082 0 0 $a 370.11/4 $2 23
100 1 $a Martin, Christopher, $d 1978 September 13- $3 2009567
245 1 0 $a Education in a post-metaphysical world : $b rethinking educational policy and practice through Jürgen Habermas' discourse morality / $c Christopher Martin.
260 # $a London : $b Bloomsbury Academic, $c 2012.
300 $a viii, 187 p. : $b ill ; $c 24 cm.
504 $a Includes bibliographical references and index.
520 # $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.-- $c Provided by publisher.
520 # $a "Draws on Habermas' theory of Discourse Morality to consider educational policy from a moral point of view"-- $c Provided by publisher.
600 1 0 $a Habermas, Jürgen. $3 1324006
650 # 0 $a Education $x Moral and ethical aspects. $3 525044
650 # 0 $a Education $x Aims and objectives. $3 524378