Modernity and the Problem of Cultural Pluralism
Bibliographic Data
| ID | 11952012 |
|---|---|
| Authors | Nigel Blake (corresponding author) |
| Year | 1992 |
| Volume | 26 |
| Issue | 1 |
| Pages | 39-50 |
| Publication date | 1992-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Philosophy of Education (JOURNAL) |
| Journal identifiers | ISSN: 0309-8249 • E-ISSN: 1467-9752 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1111/j.1467-9752.1992.tb00263.x |
| OpenAlex | W2134461338 |
| Language | EN |
| Citations received | 4 |
A curriculum that reflects a pluralist, multi-cultural society in a characteristically ‘Western’ way may seem to militate against traditionalist sub-cultures, but this outcome is less ‘Western’ than ‘modern’, in Habermas's sense.‘Modernisation’, involving the institutionalisation of rationality and the decentering of consciousness, and thus acceptance of the ‘Western’ solution, is possible within any culture, regardless of its content. In a Western society all are economically compelled to a partial ‘modernisation’, and in Habermas's view all cultures in modern societies suffer erosion by the extension and intrusion of economic and administrative sub-systems. Cultural modernisation affords the strongest available resistance to this erosion. Thus, a supposedly ‘Western’ curriculum approach would strengthen sub-cultures, notwithstanding the demise of traditionalism [1]
Cultural pluralism · Curriculum · Environmental ethics · Epistemology · Institutionalisation · Modernity · Modernization theory · Pedagogy · Pluralism (philosophy · Political economy · Political science · Rationality · Social science · Sociology · Traditionalism · Western culture · Law · Philosophy · Religious Education and Schools
| Citations per year | 0.13 |
|---|---|
| Citation span | 1995 - 2023 (29) |
| Highly cited | No |