13. Consensus, Criticism and Change

Journal of Philosophy of Education 33 (1):123-132 (1999)
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Abstract

I have sketched an understanding of morality(n) as having a provisional authority in being subject both to consensus and to criticism and change in a broadly democratic way. But I have also admitted that we lack the formal processes of criticism and change which exist for the law. The reader could reasonably demand that I say at least something more than I have said so far about ways in which the processes of consensus, criticism and change I have in mind could be given some sort of institutional basis. Without that, the kind of understanding of morality that I have been speaking of is likely to remain no more than an understanding which some members of society — perhaps some of those who are both somewhat reflective and somewhat pragmatic — are likely to have. And then it will not be a shared public understanding at all.

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Can We Teach Justified Anger?Kristján Kristjánsson - 2005 - Journal of Philosophy of Education 39 (4):671-689.

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