Ethics and Education 14 (2):157-170 (2019)
AbstractABSTRACTThe article investigates which epistemological considerations justify how religious life fits into the school life, and examines the debate on the participation of religiosity in the education system. I do this, first, by addressing the pedagogical implications of the distinction between public and private as maintained by Richard Rorty and, second, by reconsidering the pluralist metaphysics held by William James as an alternative path to understanding and re-addressing the question of religious life in school life. The article analyzes how the strict separation of projects of individual self-creation and the public sphere, as defended by Rorty, poses problems in implementing pluralism in democratic societies and their educational institutions.
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Citations of this work
Hope and education beyond critique. Towards pedagogy with a lower case ‘p’.Bianca Thoilliez - 2019 - Ethics and Education 14 (4):453-466.
Post-critical pedagogy as poetic practice: combining affirmative and critical vocabularies.Kai Wortmann - 2019 - Ethics and Education 14 (4):467-481.
Rorty, post-critical pedagogy and hope: a response.Marina Schwimmer - 2019 - Ethics and Education 14 (4):497-504.
Dewey in Transition: Towards a Pragmatist Ethics of Recognition in Schools.Bianca Thoilliez - 2019 - Journal of Philosophy of Education 53 (4):759-772.
References found in this work
Solidarity or Objectivity?Richard Rorty - 2011 - In Robert B. Talisse & Scott F. Aikin (eds.), The Pragmatism Reader: From Peirce Through the Present. Princeton University Press. pp. 367-380.