Addendum to the Educational Goods Framework

The call for guidance for collective decision-making

Bibliographic Data

ID11953442
AuthorsKa Ya Lee (0000-0003-1761-3340, Faculty of Education, The University of Hong Kong , Room 425, Runme Shaw Building, 90 Bonham Road, Pok Fu Lam, Hong Kong , , 999077, corresponding author), Meaghan Malloy (Department of Education, Practice and Society, UCL Institute of Education , 20 Bedford Way, London, WC1H 0AL)
Year2026
Publication date2026-01-18
Open AccessYes
TypeARTICLE
VenueJournal of Philosophy of Education (JOURNAL)
Journal identifiersISSN: 0309-8249 • E-ISSN: 1467-9752
PublisherOxford University Press (OUP) (PUBLISHER)
DOI10.1093/jopedu/qhag003
OpenAlexW7131277119
LanguageEN
References cited11

This article focuses on the four-step schema introduced by Harry Brighouse, Helen F. Ladd, Susanna Loeb, and Adam Swift for operationalizing the Educational Goods Framework and making ‘value-led and data-informed’ decisions in education. The four steps are (1) identify the main values at play; (2) identify the key decisions relevant to those values; (3) assess the options in light of the values and evidence; and (4) establish what is the best policy overall in the circumstances. In this article, we point out the ambiguities in this four-step approach and argue that its lack of clarity carries the danger of causing ethical problems in certain real-world educational contexts. We demonstrate our points through two cases in El Salvador, a country with non-ideal features that render it challenging to implement Brighouse and Swift’s idealized vision of rational, impartial, and informed decision-making processes. We conclude with a call for adding normative guidance on collective decision-making as an addendum to the Educational Goods Framework and note its potential utility in contexts beyond El Salvador

Bespoke · CLARITY · Goods and services · Normative · Operationalization · Opposition (politics · Schema (genetic algorithms · Global Educational Policies and Reforms · Human Rights and Development · Peace and Human Rights Education