This collective paper on radicalization and violent extremism part of the ‘Philosophy of education in a new key’ initiative by Educational Philosophy and Theory brings together some of the leading contemporary scholars writing on the most pressing epistemological, ethical, political and educational issues facing post-9/11 scholarship on radicalization and violent extremism. Its overall aim is to move beyond the ‘conventional wisdom’ associated with this area of scholarly research best represented by its many slogans, metaphors and other thought-terminating clichés. By providing (...) conceptual lenses on issues previously compartmentalized primarily [or even exclusively] in security and intelligence studies or at the fringes of scholarly interest, radicalization and violent extremism turn out to be much more complex than ‘radicalization studies’ has been eager to acknowledge. (shrink)

Volume 51, Issue 14, December 2019, Page 1393-1398.

Writing more than a century apart, the French political scientist Alexis de Tocqueville and the British historian of ideas Isaiah Berlin pointed to an interesting phenomenon that seems to dominate...

For much of its modern history, the notion of talent has been associated with the idea of ‘careers open to talent’. Its emancipatory promise of upward social mobility has radically transformed the distribution of advantaged social positions and has had a lasting influence on the very idea of social status itself. Nevertheless, unlike concepts traditionally associated with distributive justice, e.g. fairness, (in)equality, desert, equality of opportunity as well as justice itself, the notion of talent has received only limited examination. This (...) article discusses some of the most pressing problems and challenges arising out of a reductionist understanding of talents’ anatomy and a distorted characterization of their overall distributive value. In particular, it aims to address those issues revolving around talents’ anatomy existing conceptions of distributive justice leave either neglected or outrightly ignored. The introductory part outlines the basic egalitarian conception of equal opportunities and then proceed with the examination of fairness embedded in it. The central part of the paper identifies the key elements of talents’ anatomy. We then discuss some of the implications egalitarianism either leaves out of the discussion or neglects. In particular, we challenge the idea of moral arbitrariness as the key mechanism to discard talents as a form of unfair advantage in the process of competition for advantaged social positions. In the final part, we outline two fundamental problems that call into question the cogency of egalitarian conceptions of talent(s) as a form of unfair disadvantage. (shrink)

This essay reviews Michael Peters' book The Chinese Dream: Educating the Future, an edited collection of his articles exploring the concept of the Chinese Dream. The essays starts with the analogy between dreams and their role in psychoanalysis and dreams as an ideal representation of a nation's ethos. The introductory part illustrates this analogy with the example of the growing importance of the Chinese Dream. The central part of the essay examines the most important aspects of Peters' book The Chinese (...) Dream: Educating the Future. The concluding part raises the importance of education in the national dream narrative. (shrink)

In _Citizenship, Inclusion, and Democracy_, six expert contributors explore the conceptual and empirical significance of the work of leading contemporary political philosopher, Iris Marion Young, and her work in the field of education. Illuminates the discussion about the centrality of public education. Explores the idea of an inclusive, publicly mandated, system if education by looking at the topics of citizenship, group-based politics, social justice, difference, democracy, equality, and inclusion in education. Includes a thorough introduction from editor Mitja Sardoc, and a (...) response essay from Iris Marion Young. (shrink)

Michael Walzer is currently at the School of Social Science, Institute for Advanced Study, in Princeton, New Jersey. Professor Walzer has written Just and Unjust Wars; The Revolution of the Saints and has edited Toward A Global Civil Society. In this interview, he discusses some of the current concerns about education, political theory and the current state of the art of toleration, and acceptance and accommodation of different racial, ethnic, social and minority groups. He has published extensively and his work (...) has been translated in several other languages. In this interview, he responds to questions about his work, his writings and his current concerns. (shrink)

For much of its history, the notion of talent has been associated with the idea of ‘careers open to talent’. Its emancipatory promise of upward social mobility has ultimately radically transformed...

_Toleration, Respect and Recognition in Education_ brings together a collection of papers examining the complexity of different interpretations of toleration, respect and recognition in education. Discusses different theories of toleration and shows how it lies at the centre of a liberal pluralistic society Brings together the work of leading scholars from a range of disciplines Examines how education can accommodate diversity and promote shared public values.

_Toleration, Respect and Recognition in Education_ brings together a collection of papers examining the complexity of different interpretations of toleration, respect and recognition in education. Discusses different theories of toleration and shows how it lies at the centre of a liberal pluralistic society Brings together the work of leading scholars from a range of disciplines Examines how education can accommodate diversity and promote shared public values.

This chapter contains sections titled: References.