Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity

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dc.contributor.author Roth, Klas
dc.contributor.author Mollvik, Lia
dc.contributor.author Alshoufani, Rama
dc.contributor.author Adami, Rebecca
dc.contributor.author Dineen, Katy
dc.contributor.author Majlesi, Fariba
dc.contributor.author Peters, Michael A.
dc.contributor.author Tesar, Marek
dc.date.accessioned 2020-12-02T16:45:19Z
dc.date.available 2020-12-02T16:45:19Z
dc.date.issued 2020-11-29
dc.identifier.citation Roth, K., Mollvik, L., Alshoufani, R., Adami, R., Dineen, K., Majlesi, F., Peters, M. A. and Tesar, M. (2020) 'Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity', Educational Philosophy and Theory, pp. 1-32. doi: 10.1080/00131857.2020.1851189 en
dc.identifier.startpage 1 en
dc.identifier.endpage 32 en
dc.identifier.issn 0013-1857
dc.identifier.uri http://hdl.handle.net/10468/10809
dc.identifier.doi 10.1080/00131857.2020.1851189 en
dc.description.abstract Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key (see Peters et al., 2020) from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, that it is not uncommon that the value of human beings has to do with their price in, inter alia, their social, cultural, political and economic settings throughout the world. He argues that such a focus does not necessarily draw attention to the inner dignity of human beings, but that human beings ought to do so in education and society at large. Lia Mollvik discusses views of inner and outer dignity, and argues that there needs to be a balance in between them, and that the balance ought to be acknowledged in education. Rama Alshoufani discusses the classification of human beings in terms of various diagnoses related to the asserted dysfunction of the brain, and she argues that such classification does paradoxically not necessarily respect people with such diagnoses as ends in themselves. On the contrary, she argues that their inner dignity is not respected, but that it should be. Other such failures are due to the lack of inner dignity when it comes to Children’s rights as discussed by Rebecca Adami, and to the lack of recognition of human beings’ vulnerability as discussed by Katy Dineen. Fariba Majlesi criticizes a too strong emphasis on substantive notions of humanist education, which seem to hinder new ways of thinking; she argues that it is necessary to acknowledge the latter in and through education in order to preserve the dignity of human beings. Dignity, it is argued throughout the paper, has an inner moral worth, and is beyond price. en
dc.format.mimetype application/pdf en
dc.language.iso en en
dc.publisher Taylor & Francis en
dc.relation.uri https://www.tandfonline.com/doi/full/10.1080/00131857.2020.1851189
dc.rights © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/4.0/ en
dc.subject Dignity en
dc.subject Education en
dc.subject Kant en
dc.subject Price en
dc.subject Neurodiversity en
dc.subject Childrenâ s rights en
dc.subject Humanism en
dc.subject Humanist education en
dc.title Philosophy of education in a new key: Constraints and possibilities in present times with regard to dignity en
dc.type Article (peer-reviewed) en
dc.internal.authorcontactother Katy Dineen, Philosophy, University College Cork, Cork, Ireland. +353-21-490-3000 Email: katy.dineen@ucc.ie en
dc.internal.availability Full text available en
dc.date.updated 2020-12-02T16:35:47Z
dc.description.version Published Version en
dc.internal.rssid 546081014
dc.description.status Peer reviewed en
dc.identifier.journaltitle Educational Philosophy and Theory en
dc.internal.copyrightchecked Yes
dc.internal.licenseacceptance Yes en
dc.internal.IRISemailaddress katy.dineen@ucc.ie en


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© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in  any way. Except where otherwise noted, this item's license is described as © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way.
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