Premium
Social Justice and Education as Discursive Initiation
Author(s) -
Stojanov Krassimir
Publication year - 2016
Publication title -
educational theory
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 42
eISSN - 1741-5446
pISSN - 0013-2004
DOI - 10.1111/edth.12214
Subject(s) - universalization , sociology , autonomy , epistemology , social justice , economic justice , pedagogy , social science , social psychology , law , psychology , political science , philosophy
In this essay Krassimir Stojanov attempts first to reconstruct the “heart” of Jürgen Habermas's discourse ethics, namely the so‐called “principle of universalization” of ethical norms. This principle grounds Habermas's proceduralist account of social justice via equal access of all concerned to the practices of deliberative validation of norms. Stojanov claims with regard to this account that it could only be implemented if the social actors are involved in a process of education as discursive initiation. After using R. S. Peters's educational theory to distinguish discursive initiation from a traditionalist understanding of educative initiation, he discusses some central social prerequisites for the development of discursive skills in growing individuals; to identify these prerequisites, he draws on Axel Honneth's conception of the intersubjective origins of individuals' development of rational autonomy. In the final part of the essay, Stojanov briefly explores some implications of his elaborated account of discursive initiation and its social preconditions for schooling and pedagogy.