May we transform the Other
Dados Bibliográficos
| ID | 15542558 |
|---|---|
| Autores | Colin Wringe (Keele University, autor correspondente) |
| Ano | 2013 |
| Volume | 8 |
| Fascículo | 1 |
| Páginas | 55-64 |
| Data de publicação | 2013-03-01 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Ethics and Education (JOURNAL) |
| Identificadores do periódico | ISSN: 1744-9642 • E-ISSN: 1744-9650 |
| Editora | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/17449642.2013.793962 |
| OpenAlex | W1994916362 |
| Idioma | EN |
| Referências citadas | 8 |
The earlier much discussed issue of a society's right to educate the young is the starting point for various observations regarding education itself. A distinction is drawn between additive and transformative conceptions of education, the latter seeking to bring about changes to the learner's subjective self as reflected in a tripartite division of entities intended by the phenomenological self. Despite liberal or progressive educators' intuitive preference for the transformative conception, it may be asked whether this may not infringe the learner's rights, however worthy the educator's motives or benign the intended outcomes. This possibility is rejected, however, on grounds of the learner's residual freedom to criticise the educator's values, the necessity of value assumptions as the essential basis of moral freedom and the unpredictability of human perceptions and responses, given the potential gap between the intentions and perceptions of the emitter of language and the understandings of the receiver. Keywords: educationthe right to educatethe Otheradditive and transformative educationcommunicationcultural imperialismeducation and language
Epistemology · Pedagogy · Perception · Preference · Sociology · Transformative learning · Value (mathematics · Philosophy · Psychology · Religious Education and Schools · Social Psychology
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |