Tillson, John (2023) On deciding the aims and content of public schooling. Educational Theory. ISSN 0013-2004
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Abstract
This paper defends an approach to deciding the aims and content of public schooling from the critique of Public Reason Liberalism. The approach that it defends is an unrestricted pairing of the ‘Epistemic Criterion’ and of the ‘Momentousness Criterion’. On the Epistemic Criterion, public schooling should align students’ credence with credibility. On the Momentousness Criterion, public schooling ought to include content that it is costly for children to lack the correct view about, where they are otherwise unlikely to have it. Public Reason Liberals seek to restrict both the Epistemic and Momentousness Criteria to within a range that is acceptable to politically reasonable citizens. In response, it is argued firstly that the considerations that encourage Public Reason Liberalism instead motivate unrestricted versions of the Epistemic and Momentousness Criteria, and secondly that Public Reason Liberalism faces a dilemma: that it either entails absurd consequences or must undermine itself in addressing these.
Item Type: | Article |
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Additional Information and Comments: | © 2023 The Author. Educational Theory published by Wiley Periodicals LLC on behalf of Board of Trustees, University of Illinois. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
Faculty / Department: | Faculty of Education and Social Sciences > School of Education |
Depositing User: | John Tillson |
Date Deposited: | 21 Apr 2022 14:40 |
Last Modified: | 12 Nov 2024 14:29 |
URI: | https://hira.hope.ac.uk/id/eprint/3523 |
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