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Pursuing the Idea/l of an Educated Public: Philosophy's Contributions to Radical School Reform
Author(s) -
Vokey Daniel
Publication year - 2003
Publication title -
journal of philosophy of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.501
H-Index - 41
eISSN - 1467-9752
pISSN - 0309-8249
DOI - 10.1111/1467-9752.00325
Subject(s) - argument (complex analysis) , enlightenment , philosophy of education , ideal (ethics) , curriculum , sociology , order (exchange) , scottish enlightenment , political radicalism , common ground , public reason , law , law and economics , environmental ethics , epistemology , political science , pedagogy , higher education , philosophy , economics , democracy , biochemistry , chemistry , communication , finance , politics
Alasdair MacIntyre has argued that our modern, post‐Enlightenment societies lack the shared standards of moral argument that are prerequisite to productive public debate. He measures our situation against the ideal of an educated public, members of which share enough common ground to resolve disagreements rationally because they have been prepared to participate in disciplined argument by their school and university curricula. This paper identifies questions to be addressed and tasks to be undertaken by philosophers who seek radical school reform in order to help create the intellectual, cultural and institutional conditions for productive public debate.