Addressing a myriad of complex social, economic and political issues in the South African context requires that we draw from a variety of voices. This postcolonial reflection draws on the work of Vuyani Vellem’s African spirituality to highlight how it can help Africans conceptualise race epistemologically. The contribution emerged out of an article presented at a conference themed ‘unthinking West. The article employed the concepts of liminality and threshold to discuss the ambivalence encountered by Vuyani Vellem and highlights how his (...) theological convictions still present unsettling ideological aftershocks within the unjust structures of society.Contribution: This contribution is a black liberation theological reflection, which laments how Vellem did not live to witness the full realisation of his dreams regarding the liberation of the black masses. The article identifies racial discrimination and misconceptions on African spirituality as some examples of the ‘unsettling aftershocks’ regarding challenges, which Vellem confronted within the unjust structures of South African society. (shrink)

Like the rest of the developed world, African nations are now subject to consumerist tendencies of the global economic architecture and activities, which excessively exploit natural resources for profits and are at the centre of what this article describes as ‘disharmony between nature and humanity’. The exploitative nature of consumerist tendencies requires healing and restoration as it leads towards unpredictable and destructive weather patterns in which the relationships between human activity and the environment have created patterns and feedback mechanisms that (...) govern the presence, distribution and abundance of species assemblages. Disharmony is employed to describe the exploitative nature of consumerist tendencies that lead to unpredictable weather patterns. The consequences include climate change and natural disasters such as floods, drought and environmental pollution, which have been severely experienced in Southern Africa recently. This article provides a qualitative literature review on recent religious and ecumenical responses to climate change crisis and draws on the notions of ‘cultural landscapes’ and ‘ecotheology’ to highlight an exploitative relationship, which is characterised by disharmony in the relationship between humanity and nature. This illustration demonstrates how the concept of unity between ‘self and the entire Kosmos’ in African worldview presents a potentially constructive African theology of ecology. Amongst other recommendations, the article proposed that in order for humanity to restore harmony and attain fullness of life – oikodome – with nature the notions of healing, reconciliation, liberation and restoration should be extended to human relations or interactions with nature and all of God’s creation.Contribution: This article represents a contextual and systematic reflection on climate challenges facing the African context within a paradigm in which the intersection of philosophy, religious studies, social sciences, humanities and natural sciences generates an interdisciplinary, multidisciplinary and transdisciplinary contested discourse. (shrink)

Medical migration appears to be an increasing global phenomenon, with complex contributing factors. Although it is acknowledged that such movements are inevitable, given the current globalized economy, the movement of health professionals from their country of training raises questions about equity of access and quality of care. Concerns arise if migration occurs from low- and middle-income countries to high-income countries. The actions of HICs receiving medical practitioners from LMICs are examined through the global justice theories of John Rawls and Immanuel (...) Kant. These theories were initially proposed by Pogge and Tan and, in this work, are extended to the issue of medical migration. Global justice theories propose that instead of looking at health needs and workforce issues within their national boundaries, HICs should be guided by principles of justice relevant to the needs of health systems on a global scale. Issues of individual justice are also considered within the framework of rights and social responsibilities of individual medical practitioners. Local and international policy changes are suggested based on both global justice theories and the ideals of individual justice. (shrink)

This article examines how coronavirus disease 2019 impacted on religion–state relations in South Africa. By examining the models of religion–state relations the article highlights the implications of these relations in the context of the South African government’s national response to COVID-19 and critically engages a public theology of ‘immense trust and authority’ assigned to leaders. The article identifies ‘separation with interaction’ as a model, which informs the South African government’s state–religion engagement. Although this model is constitutional and promotes religious freedom, (...) the article identifies the government’s failure to act decisively on religious leaders who exploit the poor as a major obstacle to socio-economic and religious transformation. The article contends that the dark part of South African history presents a dilemma to church–state relations in South Africa and suggests that life-affirming practices of political and religious leaders should be tested through the values of goodness, kindness, justice and obedience as a demonstration that they are essential workers who have an important transformational role to play in the context of COVID-19.Contribution: This article represents a systematic and practical reflection within a paradigm in which the intersection of philosophy, religious studies, social sciences, humanities and natural sciences generates an interdisciplinary, multidisciplinary and transdisciplinary contested discourse. (shrink)

This contribution recommends a re-thinking of Christian traditions with regards to sacraments and use of technology in the context of the coronavirus disease 2019 pandemic. It is a comparative study that employed field observations from two congregations with different traditions: one from Protestant Reformed tradition and another from Pentecostal Charismatic background to analyse how they conducted Holy Communion services. By highlighting positive aspects of COVID-19 disruptions on traditional practices, the study challenged traditional understanding of 'sacred space' and re-appropriates the virtual (...) role of a priest as symbolic embodiment of the presence of Christ extended through virtual, audio and tele-visual presence. The contribution also demonstrated how ontological questions help us discern what separates the sacred from the secular and concluded that the transformative nature of the sacrament of the Holy Communion has a uniquely power-levelling role in communities. CONTRIBUTION: This article contributes to conversations on the role of technology in sacraments within the Reformed Christian tradition and presents a systematic and practical reflection on the intersecting modes of sacramental practices within different Christian traditions. (shrink)

The disruptions of coronavirus disease 2019 in the year 2020 reshaped all aspects of life, including religious practices and rituals. As more religious activities shifted to digital space during the lockdown periods, there was a growing need to examine the link between religion and digital media. Using the model of the Uniting Presbyterian Church in Southern Africa, this article draws on the notion of transversal rationality and concepts of rationality, cognitive, evaluative and pragmatic to posit that COVID-19 has configured traditional (...) missional and liturgical spaces in ways that locate the agency of the marginalised at the centre. The article highlights how COVID-19 configured Christian mission as it disrupted power dynamics through religious digital spaces, which emerged as a new way of reimaging a missional church. These new digital spaces mediate between interaction and ‘telepresence’, embodied in the representations of the sacred available through online religious systems in practices where users are no longer ordinary believers – but religious participants who have power and freedom to choose. Although this is not a new phenomenon, the article concludes that such spaces created by COVID-19 shifts in power dynamics present opportunities for ordinary members to reinvent new meanings on what it means to be present or absent, to name, narrate and reinterpret the divine and forge new meanings towards participating in the mission of God.Contribution: Although this is not a new phenomenon, this article represents a systematic and practical reflection within a paradigm in which the intersection of philosophy, religious studies, social sciences, humanities and natural sciences generate an interdisciplinary, multidisciplinary and transdisciplinary contested discourse. (shrink)

This article proposes a critical paradigm to identify missional areas that have received scant attention from the church and to theorise ways in which alternative modes of doing mission in the context of coronavirus disease 2019 present a solution against tendencies which marginalise and exploit the poor. Examining ways in which local churches in South Africa responded to challenges posed by COVID-19, the article identifies socioeconomic challenges that have been neglected by the church to posit that COVID-19 has disrupted traditional (...) practices and exposed missional blind spots. Building on Keum’s ideas of ‘reversal of roles’ and a shift of the mission concept from ‘mission to the margins’ to ‘mission from the margins’, the article notes that shifting of religion from public to private sphere as a result of COVID-19 will redefine the church and proposes that church mission should be located where the poor people are. The article concludes that COVID-19 disruptions allow for emergence of alternative ways of being church and new modes of socioeconomic organisation with new possibilities presented through an alternative theoretical hermeneutics of missiology that locates experiences of the poor at the centre.Contribution: This article represents a systematic and practical reflection within a paradigm in which the intersection of philosophy, religious studies, social sciences, humanities and natural sciences generate an interdisciplinary, multidisciplinary and transdisciplinary contested discourse. (shrink)

Botswana’s history is one of an unwavering exercise of self-determination and quest for self-rule. Post-independence, self-government prioritized an overarching philosophy of Kagisano or social harmony within which the aims of education were framed, in conjunction with a political commitment to Botho through democracy. For economic and social reasons the current educational policy of Botswana is based on outcomes based education (OBE), with its metrics of quantifiable outcomes. The article argues that Olúfemi Táíwò’s analysis of decolonization provides a philosophical lens through (...) which to interpret Botswana’s current educational pathway within the prevailing decolonization discourse. OBE clearly exhibits features of neo-colonialism, as it pertains to the national value principles. We draw on Ndlovu-Gatsheni decolonial epistemic perspective to frame the discussion that were possible to integrate OBE with Botswana’s ethnically inclusive, community-based view of democracy and associated virtues, this would be a worthwhile goal for education and could lead to a particular form of indigenised democracy. Substantive distinctions among the concepts of decolonization, neo-colonialism, and decoloniality, underwrite this thesis. We see the project of envisaging a future of education in Botswana as having to do with disentangling colonialist-imperialist cultural reproduction from indigenous aspirations. (shrink)

The purpose of this paper has been to focus on two aspects of development—agricultural production in the small central African country of Rwanda, and the role of 1890 Land-Grant institutions in international development. While a discussion of female farmers in the Ruhengeri Prefecture of Rwanda represents the primary focus of this paper, the second focus is the means by which this and other such research is possible. The findings from the Rwandan study are in keeping with those found in other (...) African countries, in that a struggle exists to produce sufficient quantities of food to sustain an ever increasing population. For Rwanda, constraints to production include not only severe over-population, but environmental conditions and gender bias as well. In arriving at potential solutions to these problems, this paper takes the position that one viable means of addressing the problem is to focus development efforts on the female farmer. Traditional thinking and behavior have excluded women from the planning and implementation of development activities, focussing instead on often less productive males. However, a survey of female farmers (N=192) in the Ruhengeri region of Rwanda, provides insight into the plight of agriculture from the female perspective. As a result, recommendations are offered for improving agricultural production that aim at better utilizing existing high levels of labor contributed by the female farmer. Recommendations include 1) encouraging families to limit the size of their family through family planning, 2) implementing soil erosion techniques that consider conditions specific to Rwanda, and feasible for female application, and 3) directing assistance to women away from household related activities to those related to farming. (shrink)

Issues related to racism are still pervasive in global society; and Blackness has dominated identity politics in the South African political and public debates since the downfall of apartheid. Recently, there have been questions on whether skin colour can be used as a generalised indication of being previously disadvantaged with some arguing that skin colour cannot be used as a condition for empowerment. They argue that socio-economic conditions must rather be used as the criteria for empowerment. This contribution draws on (...) the notions of Liminality (Turner) and Third Space (Bhabha) to investigate how the lives of three black intellectuals – Steve Biko, Tambudzo Marechera, Vuyani Vellem – resembled the ‘liminal threshold’ as they underwent ‘initiation’ on black identity. The authors conclude that despite the many years of ‘chanting down Babylon’, black people still have to contend with white supremacy in the same way that Tambudzo Marechera, Steve Biko and more recently, Vuyani Vellem, fiercely challenged it.Contribution: This study is a contribution to keeping the legacy of Vuyani Vellem alive by highlighting the notions of Liminality and Third Space to demonstrate how the lives of the three black intellectuals resembled the ‘liminal threshold’ as they all underwent ‘initiation’ on black identity in their respective times and contexts. (shrink)

One of the reasons that prompted Malawi’s Catholic bishops to write a pastoral letter in 1992 that triggered the movement towards democracy was the big gap between the rich and the poor. The pastoral letter, Living Our Faith, emerged as a critical voice in challenging the socio-economic and political state of affairs. The bishops demanded that the government ensures fair distribution of wealth. Since that time, Malawi has experienced different political parties that have assumed state governance after promising to eradicate (...) poverty in their campaign manifestos. Despite political changes, Malawi continues to experience the very same challenges, which prompted the Catholic bishops to write the pastoral letter in 1992. This contribution drew on the notions of dislocation and discontinuity to explore the significance of the pastoral letter towards commemorating the 30th anniversary of this historical event in Malawi. Living Our Faith marked the end of one-party dictatorial regime and the beginning of a multiparty system of governance, something to be celebrated as dislocation. This research interrogated the custodianship of the 1992 Catholic bishops’ pastoral letter and suggested that intellectuals should facilitate socio-political and economic transformation and demonstrated the relevance of the pastoral letter as a blueprint for socio-economic transformation in Malawi.Contribution: This research contributes to the evaluation of progress in the role played by the Church and intellectuals in the development of Malawi. (shrink)

Extensive work has been carried out on gender and social transformation but there is a need for more work between these intersecting trajectories and their implications for Christian mission. Drawing on data collected from one of the migrants this current study employs the postcolonial lens to analyse interview responses on a migration experience of a young female migrant in South Africa and highlights survival strategies for young migrants by demonstrating that the impact of changing global socio-economic landscapes and poverty on (...) migrant communities presents opportunity to explore alternative missional paradigms and theologies that address conditions of deprivation. As a contribution to United Nations Sustainable Development Goals, this study also highlights how some migrant women use situations of deprivation to promote socio-economic transformation through radical doctrines of resistance. Interrogating key themes that emerged from the interview alongside Dolores William’s doctrines of resistance demonstrates how one adolescent migrant embodies the radical doctrine of hope as lived reality expressed through a resilient theology of survival, which is sustained by developing and adapting to new lifestyles through cultural capital, skills, competency, new personal qualities, fashion and language or accents as means for survival strategies in the face of hostility.Contribution: By reflecting on the complex and gendered survival strategies for migrant women in religious communities, this article represents a systematic and practical reflection within a paradigm in which the intersection of Philosophy, Religious Studies, Social Sciences, Humanities and Natural Sciences generates an interdisciplinary, multidisciplinary and trans disciplinary contested discourse. (shrink)

Democratic deliberation places the burden of self‐governance on its citizens to provide mutual justifying reasons (Gutmann & Thompson, 1996). This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race‐based admissions serve to illustrate the bias of which deliberation is capable when it fails to substantively take group identity into account. As forms of (...) Gilbert's (1994) plural subjects, identity group members holding the group identity can experience agency as the freedom to believe together with members of their group. I argue that attending to how group members acquire group beliefs through trust is a reasonable accommodation of group identity in deliberation. (shrink)

This Handbook provides an interdisciplinary discussion on the role and complexity of ethics in education. Its central aim is to democratise scholarship by highlighting diverse voices, ideas, and places. It is organised into three sections, each examining ethics from a different perspective: ethics and education historically; ethics within institutional practice, and emerging ethical frameworks in education. Important questions are raised and discussed, such as the role of past ethical traditions in contemporary education, how educators should confront ethical dilemma, how schools (...) should be organised to serve all children, and how pluralism, democracy, and technology impact ethics in education. It offers new insights and opportunities for renewal in the complex and often contentious task of ethics and education. (shrink)

This paper examines the issue of acid mine drainage in South Africa and environmental decision making processes that could be taken to mitigate the problem in the context of both conventional risk assessment and the precautionary principle. It is argued that conventional risk assessment protects the status quo and hence cannot be entirely relied upon as an effective tool to resolve environmental problems in the context of South Africa, a developing country with complex environmental health concerns. The complexity of the (...) environmental issues is discussed from historical and political perspectives. An argument is subsequently made that the precautionary principle is an alternative tool, and its adoption can be used to empower local communities. This work, therefore, adds to new knowledge by problematising conventional risk assessment and proposing the framing of the acid mine drainage issues in a complex and contextual scenario of a developing country—South Africa. (shrink)

This research engaged a realist paradigm to triangulate existing literature with data that emerged from a PhD study on ministerial formation within the context of being a missional church in the Uniting Presbyterian Church in Southern Africa (UPCSA). The study identified the need for theological training and ministerial formation to be relevant, contextual and responsive to the realities of the African communities. We concluded that current theological training module is dominated by Eurocentric expressions and narratives, which highlight an urgent need (...) for a theological and ministerial formation model that will equip leaders with relevant and contextual missional strategies necessary for rapidly transforming African communities. There is a need for decolonisation and contextualisation of academic studies in order to align theological training and leadership development with the emerging challenges within the African context. CONTRIBUTION: This article contributes to systematic, contextual and postcolonial reflections on theological education and ministerial formation in Africa. (shrink)

This handbook presents a comprehensive introduction to the core areas of philosophy of education combined with an up-to-date selection of the central themes. It includes 95 newly commissioned articles that focus on and advance key arguments; each essay incorporates essential background material serving to clarify the history and logic of the relevant topic, examining the status quo of the discipline with respect to the topic, and discussing the possible futures of the field. The book provides a state-of-the-art overview of philosophy (...) of education, covering a range of topics: Voices from the present and the past deals with 36 major figures that philosophers of education rely on; Schools of thought addresses 14 stances including Eastern, Indigenous, and African philosophies of education as well as religiously inspired philosophies of education such as Jewish and Islamic; Revisiting enduring educational debates scrutinizes 25 issues heavily debated in the past and the present, for example care and justice, democracy, and the curriculum; New areas and developments addresses 17 emerging issues that have garnered considerable attention like neuroscience, videogames, and radicalization. The collection is relevant for lecturers teaching undergraduate and graduate courses in philosophy of education as well as for colleagues in teacher training. Moreover, it helps junior researchers in philosophy of education to situate the problems they are addressing within the wider field of philosophy of education and offers a valuable update for experienced scholars dealing with issues in the sub-discipline. Combined with different conceptions of the purpose of philosophy, it discusses various aspects, using diverse perspectives to do so. Contributing Editors: Section 1: Voices from the Present and the Past: Nuraan Davids Section 2: Schools of Thought: Christiane Thompson and Joris Vlieghe Section 3: Revisiting Enduring Debates: Ann Chinnery, Naomi Hodgson, and Viktor Johansson Section 4: New Areas and Developments: Kai Horsthemke, Dirk Willem Postma, and Claudia Ruitenberg. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Problems with a Weakly Pluralist Approach to Democratic EducationSheron Fraser-BurgessIntroductionPluralism embodies wide acknowledgement of various forms of difference. Appeals to pluralism involve arguments for the proliferating of differences as a social and moral ideal. Rather than being a formal political regime such as with democracy or social liberalism, in the extant political philosophy literature, pluralism brings considerations of diversity and equality to bear in philosophical analysis of traditional systems (...) of government.As a critique, pluralism falls along a continuum, which can be conceived of as iterations of the standing of particular ways of life, with respect to constraints of both equality and justice. At one end of the spectrum, all conceptions of the human good share a prima facie equality that belie overarching moral norms as a criterion of ranking. Questions about the incumbency of individual liberty motivate movement toward the opposing end, as allowing for the most just society warrants giving precedence to such values. The source of pluralism’s critical role is its inherent demand of a cogent resolution of the moral and, at times, political tension between equality and freedom.This article considers two forms of pluralism that lie near opposing extremes of the continuum and their implication for education. According to Horace Kallen’s and John Gray’s strong pluralism, the claim to the fact of differing values, cultures, etc., has primacy. As a corollary, maintaining the integrity of the social groups as holders of those values becomes central. In conflict with liberal democratic principles, however, protecting group values may occur at the expense of individual detractors within the group or may pose a threat of harm to others outside of the group who do not share these values.On the other hand, one form of weak pluralism, Amy Gutmann’s deliberative democracy, constrains pluralism on political grounds of individual [End Page 1] freedom. Deliberative democracy subsumes the holding of all values, including those shared with a social group, to the requirements of democracy. Both theories are considered as attempts to reconcile principles of treating everyone equally with not unjustly limiting individual freedom in a democracy. I raise principled and practical issues from education that call into question whether each theory satisfactorily resolves the conflicting demands of both equality and liberty. A third alternative is proposed as a salient consideration for democratic education. I begin with the pluralism of Horace Kallen and its relationship to that of John Gray.Strong PluralismHorace Kallen’s Cultural PluralismIn this section, I discuss Horace Kallen’s seminal account of cultural pluralism from the early twentieth century, classifying it with the strong value pluralism articulated by John Gray. Gray’s and Kallen’s pluralism have in common both the sanctioning of the fullest expression of difference and difficulties with making sense of the intuitive pull toward a criterion for the ranking of values that democracy dictates. I then consider the educational implications of Kallen’s view, particularly with respect to its actual influence upon multi-cultural initiatives of the 1970s and 1980s.Kallen coined the term “cultural pluralism” in the early twentieth century (Kallen 73). At this time, America was experiencing a great deal of social upheaval because of the huge influx of European and Asian immigrants. Movements such as nativism and Americanization fueled xenophobic sentiment. In this milieu, the full acculturation of new immigrants became a priority. In education, schooling policies penalized immigrant expressions of cultural identity, such as speaking one’s native language and practicing cultural traditions (Kallen 4).Kallen was one of the voices advocating not only that new immigrants should be allowed to maintain their cultural identity but also that a formal political solution be initiated which accommodated the predilection to do so. Nathan Glazer explains that there was at that time a general blindness to the possibility that “these groups or elements within them would not want to acculturate and assimilate but would want to preserve their corporate characters and distinctiveness even if prejudice and discrimination disappeared.” According to Glazer, such was the doctrine of assimilation for the first forty years of the twentieth century (7). [End Page 2]Kallen’s pluralism is a departure from the prevailing view in... (shrink)

The article draws on critiques in political theory and morality to argue that womanism, a worldview rooted in Black women's lives and history, provides an alternative conceptual framework to prevailing Eurocentric thinking, for promoting socially just institutions of higher education. Presupposing a positioned, encultured, and embodied account of identity, womanism’s social change perspective holds transformative promise. It foregrounds Black women’s penchant for reaching solutions that promote communal balance, affirm one’s humanity and attend to the spiritual dimension (Phillips, 2006 Phillips, L. (...) (Ed.). (2006). The womanist reader. Routledge.[Crossref], [Google Scholar]). Directed first towards scholars of color, fostering inclusivity, communalist values and acknowledged intersectionality offers an ethic of the embodied self. As a corollary, it argues for a universal that recommends at least two guiding principles for a pedagogical philosophy. It is, first oriented towards a love of self and second towards placing all disciplines within a cultural-historical context. In the first claim, there is potential for nothing less than suspending the symbolic and ontological violence to one’s sense of belonging in academia. In the second claim, such an understanding can position scholars of color to actively re-narrate their fields. As illustrations, we focus on three academic fields of education, theology in higher education, and criminal justice. (shrink)

In placing education at the centre, as The Main Enterprise of the World, Philip Kitcher has undertaken a monumental task. He has come to the field of philosophy of education captivated by the importance of its substantive preoccupations for the advancement of democratic aims. Accordingly, his book argues that the most salient obstruction to preparing citizens who will contribute to society is the seeming irreconcilability of the demands of industry, on the one hand, and of students’ personal growth, on the (...) other. In spite of his desire to accommodate diverse accounts of the human good, and his recognition of the formative role of culture, broadly conceived, there are strains in his account of human fulfilment deriving from the disjunction of the self and others. It is not evident, on his Deweyan onto-epistemology, that there is adequate attention to the imprint on an individual, and on the beliefs they come to form, of proximal social groups. The nature of the balance between ‘in-group’ and ‘out-group’ influences, between those that are near and those that are far, can profoundly affect the plausibility of Kitcher's account of a socially based sense of fulfilment. (shrink)

Charles Mills posits an epistemology of ignorance that underwrites the complicity of Whites, or people of Western European descent, as signatories of the racial contract. There is prevailing discourse about the complicity of White persons in perpetuating racism and whether they can experience epistemic injustice. In this paper, the claim to hermeneutical injustice, in particular, makes a further assertion that moral blameworthiness is mitigated for a subcategory of White Americans because of being socialized into a White-dominant culture of caste-based Afroscepticism. (...) I argue, based on Peirce's conceptualization of doubt, as against Descartes, that Afroscepticism is a totalizing belief system predicated on a racial group-based social epistemology and maintains a settled stance of questioning the commensurate citizenship of Blacks or American descendants of slaves. These perceived social costs warrant educational interventions that can dismantle its reasoning architecture. White Afroscepticism poses a barrier to the teacher’s efforts to cultivate the democratic habitus in students; however, educator preparation that takes its existence into account can build on the standard classroom practices of critical social justice that promote equity, critical multicultural education, and critical thinking. (shrink)

Democratic deliberation places the burden of self‐governance on its citizens to provide mutual justifying reasons (Gutmann & Thompson, 1996). This article concerns the limiting effect that group identity has on the efficacy of democratic deliberation for equality in education. Under conditions of a powerful majority, deliberation can be repressive and discriminatory. Issues of white flight and race‐based admissions serve to illustrate the bias of which deliberation is capable when it fails to substantively take group identity into account. As forms of (...) Gilbert's (1994) plural subjects, identity group members holding the group identity can experience agency as the freedom to believe together with members of their group. I argue that attending to how group members acquire group beliefs through trust is a reasonable accommodation of group identity in deliberation. (shrink)

Maughn Rollins Gregory and Meghan Jane Laverty’s Gareth B. Matthews, The Child’s Philosopher explores the Philosophy for Children movement, and the way the work of Gareth B. Matthews carried forward its key components. In this paper, I consider the impact of Matthews’ embeddedness within a Western philosophical tradition, even as he strives mightily to propose a broad-minded approach to P4C. I draw upon the work of Amasa Philip Ndofirepi to explore the tensions and possibilities in reconciling Western and non-Western approaches (...) to P4C. I argue that the social contexts of culture, ethnicity, and nationality can serve to broaden P4C curricula and pedagogy, making it fit for schools in a liberal democratic society. (shrink)

In contemporary society, identities—culture; race; ethnicity; gender; and lesbian, gay, bisexual, and transgender —are at the heart of discourses of belonging and related collectivist constructions of meaning. As distinct social markers, they clearly demarcate the society in ways that also have political implications. The discussion of identity politics below takes a nominally genealogical approach beginning with modern philosophy’s individualistic account. It then decenters this narrative and posits that the field has been ill-equipped to grapple with the power of identity as (...) a source of belonging, a moral critique, and as a site of political conflict. Education is the primary context of the discussion, which is framed as the quest for cultural and social pluralism. Although the term identity has roots in Western philosophy and more recently in psychology, identity politics is a highly contested expression in education, political theory and in philosophy. Bernstein :47–74, 2005) traced its origin as a formal term to 1979, where social science scholars coined the phrase as a label for a type of activism. Its initial iteration pertained to persons with disabilities who challenged prevailing societal perceptions. Over the next two decades, scholars broadened its use to mean a category of collective action that included violent ethnic conflict and activist nationalism. Below, the discussion of the term begins with its semantic and philosophical provenance and explores its discursive engagement with the ever modifying meanings of gender, race or ethnicity and sexual orientation in society and education. It is association with these categories as forms of joint group membership that ipso facto gives rise to political activism to advance beliefs, bring about change or to promote a given worldview. (shrink)

In a recent paper, Mpofu, Sen Gupta, and Hays attempt to outline the obligations of recruiting high-income countries and would-be emigrant health workers to tackle the effects of mass exodus of health workers from underserved regions. They reconstruct Rawlsian and Kantian global justice approaches to argue for moral obligations of HICs and an individual justice approach to point to non-enforceable social responsibilities of HWs to assist their compatriots. This critical commentary demonstrates that the argumentation within their individual justice approach (...) is problematic on the basis of three reasons: their discussion under-theorizes and undervalues individual rights and more specifically the right to exit, their argumentation in the latter part, even if problematically, does rather point to moral obligations in lieu of social responsibilities of HWs, and they overlook many other important freedoms, interests, and values pertinent to the issue of retention. (shrink)

This paper introduces a suite of articles devoted to Philip Kitcher’s The Main Enterprise of the World: Rethinking Education (Oxford University Press, 2021). The suite opens with a paper by Kitcher, which presents the central themes of his important book. This is followed by an assessment of the work as whole by John White, and four commentaries discussing in detail various aspects of Kitcher’s position by Ben Kotzee (on science education), Alexis Gibbs (on arts education), Sheron Fraser-Burgess (on deliberative (...) democracy and inclusivity), and Nigel Tubbs (on Kitcher’s ‘Deweyan Society’). In the final contribution, Kitcher replies to his critics. The introduction sketches the character of Kitcher’s project and comments on his pragmatist method. (shrink)

I offer some responses to the principal points raised by Ben Kotzee, Alexis Gibbs, Sheron Fraser-Burgess, and Nigel Tubbs in their commentaries on my book, The Main Enterprise of the World: Rethinking Education (MEW), and to John White's penetrating and constructive review (the four commentaries and White's review all appear in this issue). In reply to Kotzee's challenge, I argue that MEW supports an improved approach to specialized scientific education, and that worries about the future of technology are unfounded. (...) Gibbs’ critique, I contend, assumes a one-size-fits-all approach to the arts, in an area where I am concerned to make fine differentiations. Fraser-Burgess is right to wonder how my educational program can overcome the problems of multicultural, multiracial, multiethnic societies, but I maintain that the approach to educating citizens MEW outlines is the appropriate means to address those problems. Finally, I am happy to modify my conception of the Deweyan Society by introducing the kinds of Socratic explorations Tubbs proposes.John White introduces a number of significant issues and concerns. Some of these arise, I claim, from his adoption of familiar versions of concepts MEW takes pains to explicate in new ways. Since I argue for the superiority of my explicated versions, I view the correct strategy to involve discarding the presuppositions of the traditional notions White favours. With respect to moral education, for example, White's ‘precept-centered’ conception contrasts with my emphasis on the fundamental importance of skills of mutual engagement. His most extensive discussion, on my approach to fulfilment, poses a deep challenge. Here, I attempt to clarify and motivate the concepts I deploy. With respect to his review, however, as with my exchanges with the other commentators, this response can only be the beginning of what I hope will continue to be a fruitful conversation. (shrink)

Gareth B. Matthews (1929–2011) was a specialist in ancient and medieval philosophy whose conversations with young children led him to discover their penchant for philosophical thinking, which often enriched his own. Those conversations became the impetus for a substantial component of Matthews’ scholarship, from which our book, Gareth B. Matthews, The Child’s Philosopher, features essays spanning the length of his career. Contemporary contributors to the book critically evaluate Matthews’ scholarship in three fields he helped to initiate: philosophy in children’s literature, (...) philosophy for children, and philosophy of childhood. They assess where he broke new ground and identify developments and debates in those fields. In the reviews that follow, Harry Brighouse, David Bakhurst, and Sheron Fraser-Burgess respond to Matthews’ original essays and those of the contemporary scholars. While recognizing Matthews’ significant contribution to advancing philosophy in the lives of children, all three reviewers indicate ways to push his agenda forward. We read Brighouse as calling for engagement with philosophy in media (including television and film) beyond classical and contemporary children’s literature. Bakhurst explicitly calls for further empirical study of children’s philosophical thinking to support more realistic conceptions of childhood and philosophy—including when philosophy might not be appropriate for children. Fraser-Burgess calls for an accounting of the ways that philosophy for children may reinscribe unjust hierarchies of race, gender, and culture, and of the ways it can be used to confront and combat them. (shrink)

In this article we respond to the reviews, which appear in this issue, by Harry Brighouse, David Bakhurst, and Sheron Fraser-Burgess of our edited book Gareth B. Matthews, The Child’s Philosopher (Routledge 2022a). We are grateful for their sympathetic yet critical perspectives, which we take to be the very kind of engagement the philosophy for children movement requires in order to become more integrated with professional philosophical and educational theory and practice. We particularly value this opportunity to dialogue with (...) scholars outside the movement, which has generated the insights we address here. In what follows, we think with our reviewers about what Matthews’ work reveals about areas of promise and of concern in the movement. (shrink)